For example, asking
students to read expository texts might map with the type of texts they may frequently
encounter in their content areas (e.g., Carrell, 1985; Pugh, Pawan & Antomarchi, 2000).
In addition, exposing students to grade-level texts in reading instruction may help
students read and comprehend grade-level texts in the content areas (e.g., Boling &
Evans, 2008). Thus, reading instructional design should emphasize reading instruction
that uses expository text type that maps onto the grade-level and the type of texts that
students frequently encounter in their content areas especially at the university level.