The WWC practice guide "Improving Reading Comprehension in Kindergarten Through 3rd Grade" presents a set of evidence-based practices that teachers and other educators can use to successfully teach reading comprehension to young readers. The guide, developed by a panel of experts, presents a set of evidence-based practices that teachers and other educators can use to successfully teach reading comprehension to young readers. It offers five five specific recommendations to help educators identify struggling readers and implement evidence-based strategies to promote their reading achievement. This document focuses on a summary of Recommendation 2: "Teach students to identify and use the text's organizational structure to comprehend, learn, and remember content." The brief summary suggests that teaching students to recognize the structure of a text aids in comprehension and recall of content. Providing this type of instruction can help students extract and construct meaning while they are reading. Students can begin to develop a sense of the structure of text as early as kindergarten, and, although instruction in kindergarten is typically based on narrative text, students in the early grades should also be exposed to informational text because its structure can build their understanding and recall of key points. Teachers should guide learning in recognizing text structure by gradually releasing responsibility, keeping the goal of independent reading in mind. This involves guiding students to draw on what they know about structure to help them understand more complex texts. This summary provides steps to carry out the recommendation, identifies potential roadblocks and suggests ways to address them. [For "Improving Reading Comprehension in Kindergarten through 3rd Grade: IES Practice Guide. NCEE 2010-4038," see ED512029.]