TEACHING AND LEARNING GUIDE

"What’s the Main Idea?": Using Text

Structure to Build Comprehension
Alida K. Hudson, Julie Owens, Karol A. Moore, Kacee Lambright,
Kausalai (Kay) Wijekumar

The structure of a text can be used as a framework for accelerating students’

comprehension. The authors share an evidence-­based model of text structure
instruction for any classroom.

R Using Text Structure to Support

eading comprehension, or understanding the
text, is the ultimate goal of reading and is essen-
tial for success in life. However, reading compre- Reading Comprehension
hension is a complex construct, encompassing many Research (Meyer, 1975) has demonstrated that most
skills such as vocabulary knowledge, inferencing texts are organized by one or a combination of two
abilities, metacognition, awareness of text structure, or more specific text structures: sequence, descrip-
and getting the "gist" of the text (Cain et al., 2020). tion, comparison, problem–­s olution, and cause–­
Thus, explicit instruction on reading comprehension effect. Teachers can use these text structures to
strategies is necessary to help students disentangle build students’ comprehension, which is well sup-
the skills needed for deep comprehension of text ported in the research (Bogaerds-­Hazenberg et al.,
(Shanahan, 2020; Shanahan et al., 2010). This article 2020; Hebert et al., 2016; Wijekumar, Meyer, & Lei,
presents a strategy (Framework for Accelerating the 2012, 2013; Wijekumar et al., 2014, 2020; Williams
Strategic Comprehension of Text [FASCT]) to support et al., 1994, 2016). Williams et al., (2016) examined
students reading comprehension abilities by explic- the effectiveness of teaching second-­g rade students
itly teaching students to use the structure of a text to identify text structures while reading expository
to support the development of the main idea state- text and found that it increased students’ ability to
ment and then expand this main idea statement into
a summary by adding key details.
Alida K. Hudson is a doctoral student in curriculum and
In the construction-­integration model of reading
instruction with an emphasis in reading and literacy at
comprehension, Kintsch (2013) suggests that when Texas A&M University—­College Station, College Station,
readers are cognizant of the hierarchical organiza- TX, USA; email [email protected].
tion of a text, or the text structure, they are bet- Julie K. Owens is a post-­doctoral research scientist at
ter able to integrate their prior knowledge with Texas A&M University—­College Station, College Station,
the information presented in the text as well as TX, USA; email [email protected].
recall important ideas from the text. Furthermore, Karol A. Moore is a doctoral student in curriculum and
research has shown that students who are proficient instruction with an emphasis in reading and literacy at
at generating a main idea and summary after read- Texas A&M University—­College Station, College Station,
ing tend to understand the text at a deeper level (e.g., TX, USA; email [email protected].
synthesis, analysis, evaluation) because of their abil- Kacee Lambright is a doctoral student in curriculum and
ity to connect ideas from the text together in a logi- instruction with an emphasis in reading and literacy at
cal manner (Kendeou & van den Broek, 2007; Meyer, Texas A&M University—­College Station, College Station,
1975; Meyer et al., 1980). Thus, teachers can provide TX, USA; email [email protected].
a solid foundation for students’ reading comprehen- Kausalai (Kay) Wijekumar is the Houston Endowed Chair
sion development by explicitly teaching main idea & Chancellor’s EDGES Fellow at Texas A&M University—­
College Station, College Station, TX, USA; email
and summarization strategies that are important for
[email protected].
understanding the text (Williams et al., 2016).

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 Teaching and Learning Guide

get the "gist" and generate a summary of the text. using text structures as a strategy to support read-
This finding is promising as expository text tends ing comprehension.
to be more difficult for students to understand than Moreover, while text structures are often linked
narrative text (Williams, 2018). Furthermore, ele- to expository text, we suggest that FASCT instruc-
mentary students who were taught to identify the tion can use any genre or type of text (e.g., picture
central event and outcomes (i.e., cause and effects books, poems, articles) because almost every text,
or problem and solutions) of a narrative text were regardless of genre, has an underlying text struc-
better able to understand the theme of the story ture. For example, narrative texts often ask students
than students in a comparison group (grades 2–­3: to identify the story’s theme or complete a plot dia-
Williams et al., 2002; grade 5: Williams et al., 1994). gram of the events. However, as Williams & Pao
Specific to the strategy presented in this arti- (2011) highlight, "many narratives have meaning
cle, Wijekumar & colleagues (2012, 2013, 2014) have beyond the plot level" (p. 255), and recognizing the
implemented FASCT with fourth-­and fifth-­g rade problem and solution or cause and effect (i.e., central
students in high-­p overty, rural, and suburban event and the outcome) may be critical to higher-­
schools. In these studies, the researchers trained order comprehension of the text (Williams et al.,
classroom teachers on text structure instruction and 2002). Thus, using a problem and solution or cause
provided students with access to an instructional, and effect text structure may help students study
web-­b ased text structure software (Intelligent key narrative ideas as they align well with a plot dia-
Tutoring System for the Text Structure Strategy) gram. The cause is the rising action, the problem is
that replaced 30–­4 0 minutes weekly of language the climax, and the solution is the story’s resolution.
arts classroom instruction. Mirroring the steps out- Furthermore, FACST is designed to be a 10-­to
lined in the next section, the web-­based text struc- 15-­m inute daily routine and can be combined with
ture instruction, which included modeling, practice other grade-­level standards. For example, a teacher
activities, assessment, and feedback, required stu- may take the first 10–­15 minutes of a reading block
dents to (1) identify the overall structure of the text, to implement FASCT instruction with a read-­a loud
(2) generate a main idea using the structure of the and then move on to discuss another skill outlined
text, and (3) develop a summary using the main idea by the grade-­level scope and sequence. While it
statement and text structure as a scaffold. Across is expected that upper-­g rade students write their
studies, students who received the text structure own main idea statement and summary after every
instruction performed statistically significantly bet- text read, primary grade teachers can orally scaf-
ter on reading comprehension assessments than fold the development of the main idea and sum-
their control counterparts. mary through think-­a louds, peer collaboration,
and shared writing. The ultimate goal of all FASCT
instruction is for students to gain proficiency at
Text Structure Instruction generating a main idea statement and summary
Popular reading textbooks for the elementary grades after every text read, thereby giving students the
commonly utilize reading comprehension strate- necessary practice with these often-­d ifficult skills
gies such as text structure, main idea, and summary and aiding their understanding of the text at a
(Beerwinkle et al., 2020). However, it has been noted deeper level.
that reading textbooks rarely provide students with Before FASCT instruction, teachers should fol-
sufficient time for guided practice of these strate- low best practices for reading aloud to students
gies, with an average of three to six lessons devoted by activating background knowledge, preview-
to instruction on main idea and summarization, ing vocabulary that is critical to comprehension
respectively, across textbooks (Beerwinkle et al., 2018, (Harmon & Wood, 2018), and reading the text aloud
2020). with expression and intonation in order to serve as
Differing from the typical text structure strat- a model of fluent reading for students (Rasinski et
egy instruction found in textbooks, FASCT provides al., 2009) as well as stopping to think-­a loud or ask
explicit text structure instruction for students, scaf- questions while reading. After the text has been
folds their learning, and asks students to generate either read aloud or independently, teachers may
a main idea statement and summary based on the begin FASCT instruction following the steps out-
text structure after every text read. Thus, FASCT lined below (see Wijekumar et al., 2020, for more
provides students with consistent, daily practice details).

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 Teaching and Learning Guide

Step 1: Identify the Overall Text Structure viewed as a problem–­solution text structure with
While several text structures may be included sequencing embedded within: The problem is that
within one piece of text, identif y ing the over- the wolf wanted to eat the pigs. The solution is that
all structure of a text will guide the next steps of the pigs made a strong house of bricks to keep the
the FASCT lesson. Table 1 presents the guiding wolf out.
questions to help identify the text structure after When thinking about our reading comprehension
reading. FASCT t y pically focuses on the three instruction goals and the aim of developing critical
text structures of comparison, cause–­effect, and thinking skills within our students, is it more impor-
problem–­s olution because sequence and descrip- tant for the students to know the sequence of events
tion structures often are nested within the higher-­ or for the students to be able to explain what the
order st r uc t u re s ( Meyer & W ijek u ma r, 20 07; problem was and how it was solved? If teachers limit
Wijekumar et al., 2012). For example, an expository their discussion with students to only sequencing
history text may sequence events chronologically the text’s events, they may be missing out on oppor-
yet can be studied as a series of causes and effects. tunities for students to develop higher-­order critical
For example, the Townshend Act of 1767 (cause) led thinking skills.
to the Boston Massacre 1770 (effect) and the Boston
Tea Party 1773 (effect). Step 2: Develop the Main Idea Statement
Furthermore, these three text structures pro- The crux of the FASCT lesson is using the struc-
mote higher-­order thinking skills (Wijekumar et al., ture of a text to scaffold the development of a main
2017). For example, consider the classic story of The idea statement by using simple, consistent sen-
Three Little Pigs, a tale often used in the primary tence stems (see Table 1). FASCT expects students
grades to teach sequencing—­First, the wolf went to to use these text structure-­specific main idea sen-
the house made of straw. Next, the wolf went to the tence stems to generate a main idea statement after
house made of sticks. Finally, the wolf went to the every text read, regardless of genre. The use of
house made of bricks. However, this text could be simple sentence stems reduces the cognitive load

Table 1
Main Idea and Summary Quick Guide

Comparison Cause and Effect Problem and Solution

Questions to Did I read about differences and Did I read about something Is something bad happening?
Ask Yourself similarities of something? happening and why it happens? Was it solved? Do I see a
cause for the problem?
Main Idea ___________ and __________ The main cause is The cause of the problem
Stem were compared on ___________, ___________________, is___________________.
___________, and __________. and the main effect is The main problem is
___________________________. ___________________,
and the main solution is
___________________.
Recall/ The first topic of comparison The cause was _____________ The problem was _____________
Summary is _____________. [The topic] is/ [state what was learned about [state a description of the
Stem has [state what was learned the cause]. The effect of this problem and, if known, its
about the topic for that specific cause was _____________ [state cause(s)]_____________. The
comparison category]. In what was learned about the solution was _____________
contrast (or another signaling effect]. [Repeat for each cause/ [state a description of the
word), the second idea is effect] solution and how it gets rid of
______________. [The topic] is/ the cause(s) of the problem(s)
has [state what was, learned or tries to]__________________.
about the topic] [Repeat for each problem and
solution]

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 Teaching and Learning Guide

for students, allowing them to focus on the text’s and the main idea statement help clue students
overall gist. into the details they need to pay the most atten-
Rather than explicitly telling students the main tion to when creating their summary. Students are
idea, teachers could model the thinking involved directed to use the main idea statement and add
in creating a main idea statement using the appro- supporting details after each part to create a sum-
priate sentence stem for the text structure. Over mary. See Table 3 for examples in narrative and
time, students can become involved by orally say- expository of extending the main idea statement
ing the main idea statement to a partner or con- into a summary.
tributing to developing the main idea sentence
through a shared writing activity. Once writing
proficiency progresses, students can begin gen- Closing Thoughts
erating and writing their main idea statements While comprehension instruction is only one part
independently using the text structure sentence of the overall literacy block, it may be an essen-
stems. See Table 2 for example dialogues between tial component for creating proficient readers. By
a teacher and students after reading a narrative incorporating daily instruction on generating a
and expository text. main idea and summary using the structure of a
text, teachers can help students develop logical
connections between ideas in the text, leading
Step 3: Expand the Main Idea Statement to improved comprehension (Kendeou & van den
into a Summary Broek, 2007; Meyer, 1975). FASCT is an efficient and
Once students can identify and state the main evidence-­b ased method that provides students
idea, they have a starting point for effectively sum- with the repeated practice needed for successfully
marizing the text that was heard or read. FASCT getting the "gist" of a text, thereby building a solid
teaches students that a summar y is simply an foundation from which students’ complex compre-
extension of the main idea. Thus, the text structure hension skills can grow.

Table 2
Generating the Main Idea

Narrative Example: The Last Stop on Market Street (de la Expository Example: Animal Architects, Busy Birds
Peña, 2015) (Romero, 2019)
Teacher: Was there a problem in our story today? What Teacher: Did I read about differences and similarities of
was the main problem in this story? something?
Students: CJ doesn’t like riding the bus and visiting the Students: Different types of birds…Sociable Weaverbird,
soup kitchen every Sunday after church. Red Ovenbird, Baya Weaver, Bowerbirds.
Teacher: Great job! The problem is that CJ doesn’t like Teacher: Yes! Birds are being compared. How were the
riding the bus and visiting the soup kitchen every Sunday different types of birds being compared? What was being
after church. What caused CJ to feel this way? compared?
Students: CJ’s grandma doesn’t have a car, and they are Students: The birds’ homes…the type of home they live in,
catching the bus in the rain. what they use to build it, and the purpose of it.
Teacher: That’s correct! How was this problem solved? Teacher: Great! Now how can we put the comparison into
Students: Nana teaches CJ to see, hear, experience, and our sentence stem?
appreciate the ride and his community in a new way. Students: Sociable Weaverbirds, Red Ovenbirds, Baya
Teacher: Great! Now let’s put it all together in our problem Weavers, and Bowerbirds were compared on their types
and solution sentence stem. The cause of the problem is of homes, materials used to build their homes, and the
CJ and Nana don’t have a car and have to catch the bus in purpose of their home.
the rain. The problem is CJ doesn’t like riding the bus and
going to the soup kitchen every Sunday after church and
the solution is Nana teaches him to see, hear, experience,
and appreciate the ride and his community in a new way.

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 Teaching and Learning Guide

Table 3
Generating the Summary Using the Main Idea

Narrative Example: The Last Stop on Market Street (de la

Peña, 2015) Expository Example: Animal Architects (Romero, 2019)
Teacher: Great, we have the main idea statement, so let’s Teacher: Great, we have the main idea statement, so let’s
generate a summary now. What are some supporting generate a summary now. What are some supporting
details about the cause of the problem? details about each comparison? Let’s start with some
Students: CJ sees his friend drive by in a car. details about each birds’ type of home.
Teacher: Yes! What are some details about the cause of Students: Sociable Weaverbirds live in a drooping over
this problem? tops of trees. Red Ovenbirds live in a dome. Baya Weavers
Students: CJ asks why they don’t have a car. CJ asks why live in a bag-­like home that hangs from a tree. Bowerbirds
they have to go to the soup kitchen every Sunday when his live in a grass hut.
friends don’t have to go anywhere. Teacher: Yes! What are some details about the materials
Teacher: Great, last step. Let’s think about some details they use?
from our story about the solution. Students: Sociable Weaverbirds use sticks and soft grass.
Students: Nana tells CJ they don’t need a car. She teaches Red Ovenbirds use mud and clay. Baya Weavers use long
CJ to pay attention to the tiny moments on the bus strands of leaves and grass. Bowerbirds use rocks, moss,
ride like the sounds of the guitar, the jokes told by the nuts, and shells.
bus driver, and the butterflies in the jar being held by a Teacher: Yes! What are some details about the purpose of
passenger. their home?
Teacher: Now, let’s add all of those details to our main idea Students: Sociable Weaverbirds, Red Ovenbirds, and
statement to make a strong summary. Baya Weavers homes are for protection from predators.
Summary (details added to main idea statement are Bowerbirds’ homes are to attract a mate.
underlined): Teacher: Great, let’s add all of those details to our main
The cause of the problem is CJ and Nana don’t have a car idea statement to make a strong summary.
and are catching the bus in the rain. Summary (details added to main idea statement are
CJ sees his friend Colby drive by in a car with his dad and underlined):
wave. The problem is CJ doesn’t like riding the bus and Sociable Weaverbirds, Red Ovenbirds, Baya Weavers,
visiting the soup kitchen every Sunday after church. CJ and Bowerbirds were compared on their types of homes,
asks why they don’t have a car and why do they have to materials used to build their homes, and the purpose of
make this trip every Sunday when his friends don’t have their home. Sociable Weaverbirds live in a drooping over
to go anywhere. The solution is Nana teaches him to tops of trees made from sticks and soft grasses. Red
see, hear, experience, and appreciate the ride and his Ovenbirds live in a dome made of mud and clay. Baya
community in a new way. By paying attention to the tiny Weavers live in a bag-­like home made out of long strands
moments on the drive, like the sounds of a guitar, the of leaves and grass that hangs from a tree. Bowerbirds
bus driver’s jokes, and butterflies in the jar being held a live in a grass hut made from rocks, moss, nuts, and
passenger, CJ learned to see beautiful all around him. shells. Sociable Weaverbirds, Red Ovenbirds, and Baya
Weavers’ homes are for protection from predators, while
Bowerbirds’ home’s purpose is to attract a mate.

Conflict of Interest Knowledge, and Learning. https://doi.org/10.1007/s1075​8-­020-­09​

484​-­0
None. Beerwinkle, A., Wijekumar, K., Walpole, S., & Aguis, R. (2018).
An analysis of the ecological components within a text
structure intervention. Reading and Writing: An Interdisciplin-
NOTE
ary Journal, 31, 2041–­2064.
The research reported here was supported by the Institute of Boegaerds-­ Hazenberg, S.T.M., Evers-­ Vermeul, J., & van den
Education Sciences, U.S. Department of Education, through Bergh, H. (2020). A meta-­ analysis on the effects of text
Grants R305A150057, R305A180060, and U423A180074 to Texas structure instruction on reading comprehension in the
A&M University. The opinions expressed are those of the
upper elementary grades. Reading Research Quarterly, 0(0),
authors and do not represent views of the Institute or the U.S.
1–­28. https://doi.org/10.1002/rrq.311
Department of Education.
Cain, K., Oakhill, J., & Elbro, C. (2020). Reading comprehension:
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