he concept of supported text was developed by Anderson-Inman and Horney (1997; 1998) to describe electronic text that is modified or enhanced in ways that are designed to increase reading comprehension and promote content-area learning. The underlying assumption of supported text is that electronic text (e.g., a word, phrase, paragraph, page, or document) can be infused with additional text and/or media in ways that promote better understanding of what the author intended to communicate. In addition, the concept assumes that electronic text can be structurally presented or organized in ways that accommodate individual learning needs/styles or that can facilitate the accomplishment of targeted instructional objectives. Together, it is assumed that these enhancements can help readers overcome the perceptual, conceptual, and comprehension hurdles found in the text materials they are asked to read

what function the supportive resource plays in the reading process. The latest iteration of the typology has eleven types of supportive resources (Anderson-Inman & Horney, 2007).

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