“Focusing on these four foundational pieces [vocabulary, main ideas, summaries, and inferences] is essential for comprehension, even more so than practicing skills like author's purpose in isolation.”

- Dr. Kay Wijekumar

Before jumping into the newsletter a quick note from me:

This was August's newsletter but it is being sent a few days "late." And I took the summer off when life took some turns. Please forgive the surprise summer break!

Your work matters.

Reading is an incredibly complex process that we know requires skills in both Word Recognition and Language Comprehension. (WR x LC - RC) But what if there was a relatively simple framework teachers and students could use with EVERY TEXT to generate a main idea and summary? Would this change the abysmal state of literacy in our nation? I think it could.

Enter… the KAT Framework.

This summer I participated in Transform Reading Instruction: KAT Framework with Dr. Kay Wijekumar and her team. A huge thanks to The Reading League (TRL) for providing this professional learning opportunity!

This is an approach with the evidence to back it up. And the repeatable lesson routine that leans on four text structures makes it an easy approach for teachers and students to grasp:

1. Comparison
2. Cause and Effect
3. Problem-Solution
4. Cause-Problem-Solution

You may be thinking, where is the sequential text structure? As Dr. Wijekumar explained, a sequential text structure doesn’t lead to the main idea; the dates or steps are used to help organize information in the text. These text structures are paired with main idea sentence stems that students use to generate a main idea statement, then summary.

1. Comparison: ____ and _____ are compared on ____, ______, and _______.
2. Cause and Effect: The cause is ______ and the effect is _______.
3. Problem-Solution: The main problem is ______ and the solution is _____.
4. Cause-Problem-Solution: The cause of the problem is _____. The main problem is _____ and the main solution is_____.

A decision-tree is used to determine the text structure and the first question asked is “Is there a problem?” Asking this question helps the reader move along the decision tree; if the answer is no, we are led to cause/effect or comparison.

Every KAT lesson follows a routine sequence:

1. Introduce the text
2. Pre-teach vocabulary
3. Read the text
4. Main Idea
5. Summary
6. Inference

The best part? These 6 steps can be used WITH ANY TEXT!

Ten things to remember: four text structures, six lesson steps and you’ve got an evidence-aligned comprehension approach.

Why does this matter? Studies show that working memory can hang onto about 3-5 items at a time. (See Cowan, 2010) We have previously explored the impact of cognitive load theory; using a consistent routine reduces the load on both the teacher and student allowing for focus on factors like deeper comprehension.

The KAT framework can be used at any grade level with any text. For students who are not yet proficient with word recognition the teacher can read the text aloud and support the process through discussion and shared analysis. As students become more proficient with lifting words off of the page teachers can begin to back off of their scaffold once students have demonstrated a clear understanding of the text structures, the related main idea, sentence frame, and other aspects of analyzing text this manner.

Leadership Moves

1. Prioritize consistency over complexity. When teachers are juggling multiple comprehension strategies, routines, and resources, students can experience a different approach with every text. Look for opportunities to establish a common instructional routine that reduces cognitive load for both teachers and students. The KAT framework offers an evidence-aligned example: 4 text structures + 6 repeatable lesson steps.
2. Move comprehension instruction beyond “What’s the main idea?” If students are routinely asked to identify a main idea without being explicitly taught how to determine one, we shouldn’t be surprised when their responses are weak. Support teachers in explicitly teaching students to analyze how information is organized in a text and use that structure to construct meaning. A look at lesson plans, student work, or classroom discussion can reveal whether students are being taught the process of generating the main idea, not simply asked for the answer.
3. Build scaffolds that are designed to fade. A consistent comprehension routine should reduce dependency on teacher support. Help teachers think about what students can do independently, where they need modeling or shared analysis, and when the scaffold can be removed. For students still developing word recognition, that might mean the teacher reads the text aloud while students engage in the analysis. As students gain proficiency, the teacher can gradually release responsibility.

What Does This Mean for Me?

As a literacy leader, look for the routines that make good instruction easier to execute and less complicated. Sometimes the most powerful move is creating a common process that teachers and students can rely on across texts and across grade levels.

Ask yourself: Do our teachers have a consistent way to teach students how to make meaning from text, or are we simply asking students to demonstrate comprehension?

If we’re serious about improving comprehension, we need to make the process visible, predictable, and increasingly independent for students.

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PS - A few years ago, I had the pleasure of facilitating TRL’s coffee chat with Dr. Wijekumar. She is a charismatic and dynamic speaker with a true passion for students - I’ve been a fan of hers since reading her journal article in 2023!

Where have we been?

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I had the honor of presenting during PATTAN's Literacy Summit! I highly recommend checking out all of the recordings - there are some fantastic speakers and topics!​ ​ ​You can view all of the recordings here: https://youtube.com/playlist?list=PLCkBP2csbOsuYpI5_id0WGWEzgc9obSwz&si=B7qdC9hHdfysUQeN​

I also said yes to serving as an adjunct professor at UNC Charlotte this semester! Classes began in August and I am loving working with preservice elementary teachers. The course is focused on comprehension and vocabulary instruction so I'm having a blast!

Grab my ebook! The Coaching System Assessment Guide: Identifying Strengths and Opportunities builds on the Coaching System Assessment, taking you beyong the assessment as you dig deeper into four key pillars: People, Process, Product, and Culture. If you’re ready to strengthen your coaching system in a way that truly supports educators and improves outcomes for students, this resource is for you. As a thank you for subscribing to my newsletter, please enjoy 20% off using the code: NEWSLETTER Buy the book

Where can we connect? Bold font shows events at which I'm presenting. The Reading League 10th Annual Conference | Learn more here​ Check out my calendar Would you like me to join an upcoming event as a speaker? Please reply to this email to inquire about how I can support you and your event.