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This research work examined the impact of a science-reading instructional sequence (InSciRead) on fourth-grade Spanish-English dual language learners' ability to monitor their comprehension of content-related (erosion, deposition, and transportation) texts. We used a quantitative measure of students' ability to detect incongruities in a related text, complemented with a qualitative analysis of the data. The study included 78 fourth-grade students (including eight with disabilities). The curriculum was generally successful, with significant progress shown in students' ability to monitor their comprehension after the intervention. [ABSTRACT FROM PUBLISHER]