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When teachers do not assure the relevance of text or reading activity, students tend to avoid reading (Assor, Kaplan, & Roth, 2002). For example, students may experience low relevance when there are multiple unrelated topics within one lesson, with few or no links to background knowledge. Teaching texts and topics that have no basis or connection to students' background knowledge disengages students and gives them a reason not to read the text.
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