1) Students were middle school or upper elementary.
2) Students were taught to read nonfiction passages and identify the organizational structure of the passage.
3) Students had pre- and post-intervention assessments of reading comprehension that was not designed by the same people who made the curriculum.
4) Students made greater gains in reading comprehension than a control group who took the same assessments and did not receive explicit instruction in identifying organizational structure of texts.
I'm just asking because my students and I have been struggling with these, and it seems to me that the ability to understand what you are reading is more of a prerequisite than a result of learning to identify organizational structure.