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 4: "Select texts purposefully to support comprehension development." This brief summary suggests that choosing a text to develop reading comprehension is never a "one-size-fits-all" proposition. Exposing students to different types of texts early on builds their capacity to understand the wide variety of reading material they will encounter during their school years and beyond. In exposing students to a variety of texts, teachers should also ensure that a selected text (1) contains rich ideas and information; (2) is at an appropriate difficulty level for students' word-reading and comprehension skills; and (3) aligns with the purpose of the lesson. Although there are no specific texts considered more appropriate than others for strategy training, texts and instruction should require students to make inferences or check their understanding as they read. 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.]