Unit 1 Session 4 Flashcards
Skilled Reading Rope
(Scarborough, 2001)
What are the 2 ropes?
Language Comprehension (red rope) and Word Recognition (blue rope)
Language Comprehension (red rope) and Word Recognition (blue rope) after braided/twisted together is
Skilled Reading
Skilled Reading is
Fluent execution and coordination of language comprehension and word recognition.
Fluent reading comprises.
Language Comprehension (red rope) and Word Recognition (blue rope) when in the process of braided/twisted together….the red is
increasingly strategic
Language Comprehension (red rope) and Word Recognition (blue rope) when in the process of braided/twisted together….the blue is
increasingly automatic
Language Comprehension (red rope) 5 “strands” of the rope:
- Background Knowledge
- Vocabulary
- Langauge Structures
- Verbal Reasoning
- Literacy Knowledge
Word Recognition (blue rope) 3 “strands” of the rope:
- Phonological Awareness
- Decoding
- Sight Recognition
facts, concepts, etc..
Background Knowledge
a “strand” of the red rope of Language Comprehension
breadth, precision, links, etc…
Vocabulary
a “strand” of the red rope of Language Comprehension
syntax, semantics, etc.
Language Structures
a “strand” of the red rope of Language Comprehension
inference, metaphor, etc.
Verbal Reasoning
a “strand” of the red rope of Language Comprehension
print concepts, genres, etc.
Literacy Knowledge
a “strand” of the red rope of Language Comprehension
alphabetic principle, spelling-sound correspondence
Decoding
a “strand” of the blue rope of Word Recognition
of familiar words
Sight Recognition
a “strand” of the blue rope of Word Recognition
syllables, phonemes, etc.
Phonological Awareness
a “strand” of the blue rope of Word Recognition
The 4 processing system fits within the SVR model by…
Both the phonological and orthographic processing systems are primarily responsible for word recognition and both the meaning and context processing systems are primarily responsible for language comprehension.
The phonological and orthographic processing systems are primarily responsible for word recognition
Word Recognition
blue rope on Reading Rope
The meaning and context processing systems are primarily responsible for
Language Comprehension
red rope on Reading Rope
The Reading Rope
Main Idea-
Achievement of fluent, automatic reading requires mastery and integration of many component skills.
Importance-
Reading programs should address all strands of the Reading Rope.
Reading can be compromised if any strand is weak or underdeveloped.
Fluency develops gradually over several years.
The Reading Rope
Main Idea-
Both the langaguge comprehension strands and word recognition strands of the Reading Rope must be mastered and integrated.
Importance-
Programs that only focus on phonics or literature comprehension will not be effective.
Accurate reading should precede fluent, automatic reading.
Language comprehension can be integrated into phonics instruction; word recognition can be addressed during reading comprehension.
The Reading Rope
Main Idea
Word recognition is not driven by semantic or syntactic cues; it is poor readers who rely on context to guess at words.
Importance-
It’s important to direct students’ attention to all the letters in the print and to discourage guessing from context before the word has been decoded.
It will be hard work for poor readers to attend to sound-symbol relationships because they are generally not wired to decode easily; nevertheless, the work will pay off in better reading.
So-called “visual” strategies are not the most effective in teaching students to recognize words.
