Beyond Skills-Cycling: A Three-Phase Framework for Cognitive Progression in KS2 Reading Comprehension

This preprint presents a research-informed framework for teaching reading in Key Stage 2. It synthesising exisitng research into cognitive science, fluency research and metacognition to propose a three-phase model for textbase construction (foundation), inferential thinking (deepening) and whole text synthesis (application). This paper proposes a new, three-phase approach to teaching reading in Key Stage 2 by synthesising and utilising existing research. The framework aims to link existing practice in UK primary schools to evidence, research, and Ofsted recommendations. Additionally, it aims to offer a practical and effective alternative to reading schemes which elicit surface-level comprehension and fail to consider fluency, cognitive science and metacognition. The approach splits a six-week unit into three phases. The first phase focuses on building the textbase by teaching vocabulary, retrieval, and instruction of all fluency skills to support and display comprehension. Phase 2 focuses on eliciting a deeper understanding of the text by analysing authorial intent and teaching inferential thinking. The paper will explain how effective teaching of both of these domains is only possible with the textbase secured in Phase 1. Phase 3 (synthesis and application) takes place when all material in the text has been met, focusing on synthesising all learning in the unit, exploring thematic inference, analysing character arcs, writing about the whole text and writing ‘from the text’ in the style of the author. The paper also outlines why this approach is preferred to several existing schools of reading teaching in KS2 and demonstrates how pupils achieve a more sustainable comprehension, which is transferable to other texts. As a whole, the framework reflects a cognitive progression in reading comprehension. Pupils first construct a text base which represents the literal propositions of a text (Kintsch, 1998). Once the foundation is secure, they begin constructing a situational model through inferential thinking about characters, events and authorial choice. Finally, pupils synthesise meaning across a text, engaging in thematic interpretation and extended response.