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Science of Reading

Science of Reading:

The science of reading is a vast, interdisciplinary body of scientifically-based research about reading and issues related to reading and writing.  This research has been conducted over the last five decades across the world, and it is derived from thousands of studies conducted in multiple languages. The science of reading has culminated in a preponderance of evidence to inform how proficient reading and writing develop; why some have difficulty; and how we can most effectively assess and teach and, therefore, improve student outcomes through prevention of and intervention for reading difficulties.

The Simple View of Reading

The Simple View of Reading shows us that reading comprehension is not the sum, but the product of two components - word recognition and language comprehension - such that if either one is weak, reading comprehension is diminished. No amount of skill in one component can compensate for a lack of skill in the other. 

 

Scarborough's Reading Rope

In 2001, Dr.  Hollis Scarborough created the Reading Rope using pipe cleaners to convey how the different “strands” of reading are all interconnected yet independent of one another. For many students, learning to read is a challenge. Scarborough's Rope captures the complexity of learning to read. 

Scarborough's Reading Rope is made up of lower and upper strands. When all these component parts intertwine it results in skilled and accurate, fluent reading with strong comprehension. 

The lower strands include:
  • Phonological awareness
  • Decoding
    • Alphabetic principle
    • Letter-sound correspondences
  • Sight recognition
 The upper strands include:

  • Background knowledge

  • Vocabulary 

  • Language structures

  • Verbal reasoning

  • Literacy knowledge

The Lower Strands (Phonological Awareness):

Phonological Awareness is a skill set that includes identifying and manipulating units of oral language – parts such as words, syllables, onsets, and rimes. Did you know that you can improve your students’ ability to read unfamiliar words without showing them a single printed letter?

Decoding:

Decoding is the ability to apply knowledge of sound-letter relationships (phonics) to correctly pronounce written words. Did you know that in 2019, only 35% of 4th graders were at or above (NAEP) proficient level on the reading assessment? 

Sight Recognition:

Our sight word memory is also referred to as our orthographic lexicon, which includes all the words we can read accurately and effortlessly. Literate adults have a sight word memory of 30,000 to 70,000 words. Starting in 3rd grade, it is estimated that “skilled orthographic mappers” anchor 10-15 new words a day into their sight word memories. Sight word recognition is foundational to fluent reading. 

 The Upper Strands (Background Knowledge):

Background knowledge is an essential component in learning because it helps us make sense of new ideas and experiences. Readers rely on background knowledge to attend to and make sense of what they are reading. This is especially important for readers who are still relying heavily on word decoding rather than rapid word recognition. Having knowledge about a variety of subjects, topics, and ideas makes it more likely that they will be able to make sense of what they are reading and more likely that they will add to their body of knowledge.

Vocabulary:

An extensive and rich vocabulary enables readers to make sense of what they are reading. A reader with rich auditory and oral vocabularies will find it easier to read through texts that contain words they have not seen in print before. If the student can use their growing decoding skills and match their result with a word they already know the meaning of, they will be more confident in their abilities and will spend less overall effort on reading a text.

Language Structures

Syntax - The arrangement of words in a phrase or sentence. The English language has patterns and rules for the way we order our words. It also has some flexibility and variety in acceptable patterns, and even then, speakers and writers are allowed some leeway with these patterns.

Semantics - In linguistics, semantics is the study of the meanings of morphemes, words, phrases, and sentences. Knowledge of the meaning of a text is essential to reading. 

Verbal Reasoning

Inference - a conclusion one can draw from known facts or evidence

Metaphor - a word or phrase used to say that something is another thing in order to suggest that they are similar

Literary Knowledge

Print Concepts - letters vs. words, 1:1 correspondence, reading left-to-right and top-to-bottom, spaces between written words, letter order matters, etc.

Genres of Literature – different types of books or stories defined by special characteristic