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To extend the existing research examining multiple text comprehension and its assessment, we developed a verification task approach to assessing of information that was  explicitly  and  implicitly  presented  within  and across nine texts. A nonparametric form of signal detection theory was used to analyse the performance of 47 middle school students using a rating response scale to judge the truth value of specific statements. The results showed that the four types of statements in the verification task (explicit and implicit; within- and across- text) behaved systematically: within-text explicit statements were the easiest for students to verify as true and across-text implicit statements were the most difficult. Practical implications of these results regarding assessment of complex comprehension processes are discussed.

Assessing information synthesis within and across multiple texts with verification tasks: a signal detection theory approach