Reading just one text on any topic, Cummins argues, isn't enough if we expect students to learn at deep levels about the topic, synthesize various sources of information, and gain the knowledge they need to write and speak seriously about the topic. Reading a second or third text expands a reader's knowledge on any topic or story--and the why behind it. Generally, students read multiple informational texts on one topic only when writing research reports, but doing so a few times a year isn't enough practice to master the skills required to synthesize information. Cummins details five "supports" that help readers get the most out of reading and synthesizing multiple texts, using classroom examples from her consulting work.