“As we have been implementing the Science of Reading over the past few years, teaching comprehension has been the missing piece we've desperately needed. The KAT framework has finally provided efficient tools that teachers and students can use to identify main ideas. My students are now able to summarize with discernment rather than simply retell. The framework comes with built-in scaffolds that enable teachers to make comprehension both accessible and challenging for students of all levels. The Texas A&M team has been right there with us along the way, always going above and beyond to explain, equip, and encourage teachers as we grow in our own confidence with the framework. As an added bonus, we have been thrilled with how many ways the concepts can be applied - students use it as a testing strategy as well as a planning strategy for writing. I can't imagine teaching without it!”

“I have taught reading for nine years using various modes of instruction. KAT text structures have given my classroom a systematic way to evaluate texts and determine meaning and importance. Using these text structures and sentence stems, students have shown amazing progress as measured by district benchmark testing. I am so impressed with how students are able to take on ownership of their comprehension using the supports provided through the KAT structure.”

“Part of my job is helping make sure we’re aligned to the Science of Reading. This supports those top of the rope skills. It is evidence-based. I get to support a fairly large, diverse school district, and all of our campuses showed 5-15 percent growth in the number of students reading on-grade level after we implemented the KAT Framework. I know in my heart that our educators care about our students, and they want to do right by kids. This [framework] works because it eliminates the confusion. It provides that systematic strategy that we can keep consistent every single day, which supports the teachers in their practice and supports the students.”

“I have the last transitional bilingual group of students in our school. Historically, these are students who have remained in the program because they tend to struggle a bit more. But with KAT, these kids are ALL moving! We saw immediate growth from last year’s first quarter assessment to this year’s first quarter assessment. My students enjoy the fact that [with KAT] they know what is expected, and that when they do it, they’re going to produce something that they’re proud of. I have students who never choose to work in English choosing to write their main ideas and summaries in English because they feel confident. I have students who are taking risks that were previously not taking risks. I have people literally cheering when it is time to do a story and put on our detective hats. It’s easy, and they will perform happily.”

“I was embarrassed of our reading scores. The comprehension was still lacking. I said, “Guess what? When we get back, we’re rolling out this thing called the Joy of Reading, and everybody’s going to get on-board.” We were relentless, and we we kept hearing Dr. Kay in our heads saying, “It’s for the children.” We repeated it often. We really embraced it across the school.”