Educational Psychology Review

, Volume 30, Issue 3, pp 973–999 | Cite as

Promoting Integration of Multiple Texts: a Review of Instructional Approaches and Practices

  • Sarit Barzilai
  • Asnat R. Zohar
  • Shiri Mor-Hagani
Review Article


The ability to meaningfully and critically integrate multiple texts is vital for twenty-first-century literacy. The aim of this systematic literature review is to synthesize empirical studies in order to examine the current state of knowledge on how intertextual integration can be promoted in educational settings. We examined the disciplines in which integration instruction has been studied, the types of texts and tasks employed, the foci of integration instruction, the instructional practices used, integration measures, and instructional outcomes. The studies we found involved students from 5th grade to university, encompassed varied disciplines, and employed a wide range of task and text types. We identified a variety of instructional practices, such as collaborative discussions with multiple texts, explicit instruction of integration, modeling of integration, uses of graphic organizers, and summarization and annotation of single texts. Our review indicates that integration can be successfully taught, with medium to large effect sizes. Some research gaps include insufficient research with young students; inadequate consideration of new text types; limited attention to students’ understandings of the value of integration, integration criteria, and text structures; and lack of research regarding how to promote students’ motivation to engage in intertextual integration.


Integration Synthesis Multiple-text comprehension Multiple-source use Instruction 



Work on this project was funded by the I-CORE Program of the Israel Council of Higher Education and the Israel Science Foundation under Grant No. 1716/12.

Supplementary material

10648_2018_9436_MOESM1_ESM.pdf (435 kb)
ESM 1 (PDF 435 kb)


References marked with an asterisk indicate studies included in the review.

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Authors and Affiliations

  1. 1.Department of Learning, Instruction, and Teacher Education, Faculty of EducationUniversity of HaifaHaifaIsrael

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