When it comes to teaching reading, teachers should seek effective frameworks to guide their approach to help students become skilled readers. One really powerful framework that you can use is Scarborough’s Reading Rope. This is another older idea that was introduced by Dr. Hollis Scarborough in 2001. However, it is still a really useful tool for figuring out how to help students comprehend. It helps us to understand the Language Comprehension side of the Simple View of Reading.

This model breaks down the complex process of reading into two main components—language comprehension and word recognition—and illustrates how they intertwine to build skilled reading. Let’s take some time to dive into the details of Scarborough’s Reading Rope and explore how it can transform reading instruction.

The Structure of Scarborough’s Reading Rope

The Reading Rope is represented visually as a “rope” made up of two main strands: language comprehension and word recognition. Each strand consists of multiple skills that are essential for proficient reading. As these skills develop and intertwine, they form a strong rope, symbolizing skilled reading ability.

1. Language Comprehension

Language comprehension involves understanding the meaning of language, which is fundamental for making sense of what we read. Scarborough identified several key components in this strand:

• Background Knowledge: Knowing the context, topics, and world knowledge that can support understanding of whatever you are reading.
• Vocabulary: Understanding the meaning of individual words, as well as nuances and connotations.
• Language Structures: Recognizing syntax, grammar, and sentence structures.
• Verbal Reasoning: Engaging in inferencing while reading; comprehension of metaphors; and understanding figurative language.
• Literacy Knowledge: Awareness of text structures and genres, such as recognizing the difference between a poem, a narrative and an informational text.

These components work together to support comprehension, enabling readers to connect words on the page with their own knowledge and understanding.

2. Word Recognition

The second strand focuses on word recognition, or the ability to accurately and automatically decode words. This strand consists of:

• Phonological Awareness: Recognizing and manipulating sounds in spoken language, which is foundational for decoding words.
• Decoding (and Spelling): Sounding out words based on letter-sound correspondences, as well as applying this knowledge in spelling.
• Sight Recognition: Quickly and effortlessly recognizing familiar words, which helps with fluency.

Word recognition skills are crucial for decoding text, allowing readers to shift their focus from deciphering individual words to understanding and engaging with the overall message of the text. If a secondary student does not have adequate word recognition skills, they will not be able to read on grade level. It is necessary to bolster their skills before diving into the language components. Check out my post about essential word knowledge interventions for the secondary student.

How the Rope “Tightens” Over Time

As students practice and develop each component within language comprehension and word recognition, the skills start to become more automatic, forming a “tight rope” that supports skilled reading. Scarborough’s model illustrates how these intertwined skills contribute to fluency and comprehension. The “tightening” or strengthening of the rope signifies growing proficiency in reading, where each skill supports the others in forming a cohesive reading ability.

Why Scarborough’s Reading Rope Matters

Scarborough’s Reading Rope model is invaluable in clarifying the complexities of reading comprehension. By breaking down reading into distinct components, teachers can more effectively assess and address students’ needs.

Knowing and understanding each of the components of the reading rope allows us, as educators, to better understand how to teach any given text. Learning to read does not end once a student “knows how” to read. Texts become more and more complex and the ability to comprehend them becomes more difficult. We have to make sure that we are implementing structures that allow for advanced comprehension, ie. every component of the reading rope.

Final Thoughts

Scarborough’s Reading Rope reminds us that reading is a dynamic, interconnected process that requires a balance of skills. By understanding and implementing this model, educators can support students in becoming proficient readers who can both decode and comprehend text. It highlights the importance of comprehensive instruction, where both the technical aspects of reading and comprehension skills are given equal attention.

For more information, I highly recommend this book!