By reading books out loud every day, teachers introduce students to higher-level texts and new vocabulary, while modeling deeper thinking and strong discussion skills.
In this overview from Calgary Reads, learn about the two key segments of Scarborough’s Reading Rope: Word recognition and language comprehension. By building on these two strands, we can create a rope to bridge the gap between reading well and struggling to read.
This model illustrates that as decoding subskills become increasingly automatic and language comprehension subskills become increasingly strategic, skilled reading occurs.
At Stillmeadow Elementary in Stamford, Connecticut, reading coach Elke Blanchard of Literacy How teaches her students to find clues in the text of a story and combine them with their own knowledge to make inferences about what the story is about.
Isabel Beck, Nanci Bell, and Sharon Walpole discuss the components for developing good reading comprehension skills, identify potential stumbling blocks, and offer strategies teachers can use in the classroom.
