Scarborough’s Reading Rope

Scarborough’s Reading Rope is a widely used framework in literacy education that explains how skilled reading develops over time. It was created by Dr. Hollis Scarborough in the early 1990s to illustrate the complex, interconnected processes involved in reading comprehension.

Overview

Scarborough’s Reading Rope visualizes reading as two main strands—word recognition and language comprehension—that intertwine to produce fluent, skilled reading. Each strand contains several smaller, interdependent skills that strengthen over time through instruction and practice.

The Two Main Strands

1. Word Recognition (The Lower Strand)

This focuses on decoding written words quickly and accurately. It includes:

  • Phonological awareness – Recognizing and manipulating the sounds of spoken language
  • Decoding (and spelling) – Understanding the relationship between letters and sounds (phonics)
  • Sight recognition – Instantly recognizing familiar words without decoding

These skills become increasingly automatic, freeing up cognitive resources for comprehension.

2. Language Comprehension (The Upper Strand)

This strand develops understanding and meaning-making abilities, involving:

  • Background knowledge – Understanding the world and concepts relevant to the text
  • Vocabulary – Knowing the meanings of words and phrases
  • Language structures – Understanding grammar, syntax, and text organization
  • Verbal reasoning – Making inferences, understanding figurative language, etc.
  • Literacy knowledge – Recognizing genres, text conventions, and print awareness

These skills become increasingly strategic, allowing readers to interpret and analyze text deeply.

How It Works Together

As readers develop, the two strands weave tightly together, symbolizing the integration of decoding and comprehension. The stronger and more automatic each strand becomes, the more fluent and skilled the reader is.

Educational Implications

Scarborough’s Reading Rope emphasizes that:

  • Reading instruction should address both decoding and comprehension
  • Weakness in either strand can limit reading success
  • Explicit, systematic instruction in phonics and rich exposure to language and knowledge both matter