The strands of the Scarborough’s (2001) reading rope depicted as roots growing in the soil of spoken language, and deeply impacted by the environment in which they live.
Many educators and scholars in the field are familiar with Hollis Scarborough’s Reading Rope (2001), which highlights how reading is a product of two core constructs: language comprehension and word recognition. When working with teachers and families, I have found it helpful to put the classic “skilled reading rope” in context, framing reading development as a product of a child’s environment and their spoken language(s), as well.
This graphic frames the strands of reading as roots in soil, where the soil serves as a metaphor for spoken language. Decades of research have established that reading starts with - and is grounded in - spoken language. This graphic emphasizes the critical role of spoken language in learning how to read. Additionally, this graphic reminds us that being multilingual “enriches the soil” of spoken language. Being multilingual is framed as a valuable asset and important to consider when designing instruction.
Additionally, contextual and attentional factors impact a child’s reading development. They are illustrated here to the left and right of the tree as part of the overall weather and environment we must take into account as we consider a child’s reading development. Just as we wouldn’t think about how to support a tree’s growth without thinking about the role of the soil, the sun, and moisture, so too should we always consider a child’s reading development in context of their multifaceted environment.
