M3L2_rope

A visual metaphor for the reading and language elements needed to become a good reader. It captures the development of literacy components (represented by each thread) that lead to skilled reading comprehension. The main strands, as seen on the left, are word recognition and language comprehension, which are woven together.

Scarborough's Reading Rope is...

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Scarborough, H. S. (2001). Connecting early language and literacy to later reading (dis)abilities: Evidence, theory, and practice. In S. Neuman & D. Dickinson (Eds.), Handbook for research in early literacy (pp. 97-110). Guilford Press.

Scarborough's Reading Rope

Scarborough, H. S. (2001). Connecting early language and literacy to later reading (dis)abilities: Evidence, theory, and practice. In S. Neuman & D. Dickinson (Eds.), Handbook for research in early literacy (pp. 97-110). Guilford Press.

Decoding occurs when the reader knows the sound units in spoken language and can connect them to written letters that represent those sounds. The reader also needs vocabulary and background knowledge to access the meaning of the words. With instruction and practice, most words become sight words, meaning they can be recognized automatically and effortlessly.

What Does It Illustrate?

Scarborough's Reading Rope

Scarborough, H. S. (2001). Connecting early language and literacy to later reading (dis)abilities: Evidence, theory, and practice. In S. Neuman & D. Dickinson (Eds.), Handbook for research in early literacy (pp. 97-110). Guilford Press.

Automatic word recognition allows the reader to read connected text fluently while being able to strategically use other resources, such as grammar, background knowledge, language structure, and literacy knowledge, to arrive at maximal comprehension. The more developed these skills, the more tightly wound the rope, and the better a student comprehends the text.

What Does It Illustrate?

Scarborough's Reading Rope