Scientific research conducted around the world and across several disciplines reveals specific skills required to read proficiently and best practices for teaching these skills effectively. Let us help bring quick wins to your district through actionable professional learning.
Hollis Scarborough’s Reading Rope (2001) offers a valuable depiction of the intricate layers involved in the reading process. Within this metaphorical rope, individual strands intricately intertwine, ultimately culminating in the achievement of automatic and fluent reading. This integrated proficiency allows students to channel their cognitive resources toward comprehension, the ultimate goal of reading. The overall strength of the reading rope hinges upon the robustness of each individual strand, highlighting the significance of mastering each component to become a proficient reader.
The Simple View of Reading, as articulated by Gough and Tunmer in 1986, presents a fundamental concept in literacy theory. It suggests that reading is an intricate interplay of two essential components: decoding, which involves translating written text into spoken words, and language comprehension, which entails grasping the underlying meaning conveyed by the text. In essence, the Simple View of Reading underscores the notion that effective reading necessitates not only the ability to decode words but also a deep understanding of the language they convey.
Reconciling the Science of Reading and Effective Instruction
How do we take this body of knowledge and use it to understand how best to teach?
The Science of Reading Supports a Comprehensive Approach to Early Literacy Instruction
Dr. Molly Ness discusses challenges and research-based strategies.
The Fourth Grade Slump: Understanding the "Big Picture" About The Science of Teaching Reading for English Language Learners
Key strategies to gain a better understanding of “what works” with diverse learning populations.