Unit 1 Session 4

Question 1

Skilled Reading Rope
(Scarborough, 2001)
What are the 2 ropes?

Answer 1

Language Comprehension (red rope) and Word Recognition (blue rope)

Question 2

Language Comprehension (red rope) and Word Recognition (blue rope) after braided/twisted together is

Answer 2

Skilled Reading

Question 3

Skilled Reading is

Answer 3

Fluent execution and coordination of language comprehension and word recognition.
Fluent reading comprises.

Question 4

Language Comprehension (red rope) and Word Recognition (blue rope) when in the process of braided/twisted together….the red is

Answer 4

increasingly strategic

Question 5

Language Comprehension (red rope) and Word Recognition (blue rope) when in the process of braided/twisted together….the blue is

Answer 5

increasingly automatic

Question 6

Language Comprehension (red rope) 5 “strands” of the rope:

Answer 6

1. Background Knowledge
2. Vocabulary
3. Langauge Structures
4. Verbal Reasoning
5. Literacy Knowledge

Question 7

Word Recognition (blue rope) 3 “strands” of the rope:

Answer 7

1. Phonological Awareness
2. Decoding
3. Sight Recognition

Question 8

facts, concepts, etc..

Answer 8

Background Knowledge

a “strand” of the red rope of Language Comprehension

Question 9

breadth, precision, links, etc…

Answer 9

Vocabulary

a “strand” of the red rope of Language Comprehension

Question 10

syntax, semantics, etc.

Answer 10

Language Structures

a “strand” of the red rope of Language Comprehension

Question 11

inference, metaphor, etc.

Answer 11

Verbal Reasoning

a “strand” of the red rope of Language Comprehension

Question 12

print concepts, genres, etc.

Answer 12

Literacy Knowledge

a “strand” of the red rope of Language Comprehension

Question 13

alphabetic principle, spelling-sound correspondence

Answer 13

Decoding

a “strand” of the blue rope of Word Recognition

Question 14

of familiar words

Answer 14

Sight Recognition

a “strand” of the blue rope of Word Recognition

Question 15

syllables, phonemes, etc.

Answer 15

Phonological Awareness

a “strand” of the blue rope of Word Recognition

Question 16

The 4 processing system fits within the SVR model by…

Answer 16

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.

Question 17

The phonological and orthographic processing systems are primarily responsible for word recognition

Answer 17

Word Recognition

blue rope on Reading Rope

Question 18

The meaning and context processing systems are primarily responsible for

Answer 18

Language Comprehension

red rope on Reading Rope

Question 19

The Reading Rope

Main Idea-
Achievement of fluent, automatic reading requires mastery and integration of many component skills.

Answer 19

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.

Question 20

The Reading Rope

Main Idea-
Both the langaguge comprehension strands and word recognition strands of the Reading Rope must be mastered and integrated.

Answer 20

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.

Question 21

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.

Answer 21

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.