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Simple View of Reading: using interventions to work on and support the biggest areas of challenge for students to overcome either decoding and/or language comprehension. (At GCMS, we have strategic reading WIN "what I need" hours where interventions are given to students everyday for 30-min and can work on these strategies).

Scarborough's Rope: it is more complex where you are practically using all your skills and putting them together for reading. I think with this one, it is additional support or reminders of morphology (what do parts of words mean), review of vocabulary and new words, and contextual cues within a text. I believe this process is practicing everything continuously to better develop fluency, comfortability, and comprehension.

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Simple View of Reading: Interventions for struggling students will effectively address specific weaknesses. The importance of decoding and language comprehension can be assessed and taught through assessments and teaching that are required to achieve reading comprehension. The process of decoding teaches students to identify sounds and letters to comprehend unfamiliar words. As well as creating connections by engaging in repeated practice until accurate decision-making is acquired.

Scarborough's Rope: educators need to teach and know their students understand phonological awareness, decoding, and sight recognition for the building of one of their components or side of the rope. While also teaching reading comprehension, or the other side of the rope that depends on vocabulary, language structure, verbal reasoning, etc. This is reached by the use of explicit instruction and practice.

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Teachers can use both of these frameworks to support their students into becoming proficient readers by taking pieces of both the Simple View and Scarborough's rope. Within the Simple View, there needs to be interventions with these students that has a focus on the areas in which students have trouble on. Being able to focus on smaller things like decoding will help the students break things down versus trying to learn too many things at once. On the other hand, Scarborough's Rope leans more into strengthening the components of reading for each individual student. "Students must learn how to integrate and orchestrate them together". Being able to make sure students understand how to sight read, use comprehension, and learn new vocab are parts of this rope.

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The Simple View of Reading and Scarborough's Rope help teachers understand that reading isn't just about knowing letters and sounds, or just about understanding stories. It's about both. The Simple View says reading comprehension happens when you can both decode words and understand language. Scarborough's Rope shows all the little pieces that make up those two big parts, like knowing your ABCs, understanding what words mean, and being able to put ideas together. Teachers can use these ideas by checking what parts of reading kids are good at and where they need help. Then, they can teach in a way that covers all those different pieces, like teaching sounds and letters and talking about stories. It's like weaving all the strands of a rope together to make it strong. Teachers also need to keep checking how kids are doing and change their teaching if needed.

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simple view of reading tells us that Decoding x Language Comprehension = Reading Comprehension. It is not possible to achieve reading comprehension if one or both of the factors (D or LC) are missing. We need to look at our students Decoding skills and language comprehension in order to see what is lacking so that we know which ways to help.

Scarboroughs Rope represents the simple view of reading, however it is specified down into categories.

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Teachers can use the Simple View of Reading and Scarborough’s Rope to guide instruction by focusing on both decoding and language comprehension. These frameworks help identify which specific skills a student needs—like phonics, vocabulary, or comprehension—and provide a clear path for targeted support. By teaching these skills explicitly and helping students connect them, teachers support the development of strong, fluent readers.

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We can incorporate both studies, through creating a strong sense of decoding, but also reinforcing other skills needed through multifaceted practice.

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We had a great conversation but no time for this!

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Decoding begins at a young age (home) with sound recognition and is then complemented in elementary education by teaching students to use a process of combining phonemes (sounds) represented by graphemes (letters) to identify new or unfamiliar words, to make connections between sounds and letters, and to engage in repeated practice until they achieve accurate decoding and acquire a vocabulary of words to enable them to read fluently.

Having decoding skills and language comprehension are both necessary for reading comprehension.

Scarborough's Rope

According to this model, ropes are used as a metaphor and comprise the ability to read words, including phonological awareness, decoding, and visual recognition. On the other hand, reading comprehension depends on skills such as vocabulary, language structures, verbal reasoning, and so on.

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1. Understand the Basics

Simple View of Reading = Reading Comprehension = Decoding x Language Comprehension

Scarborough’s Rope = Reading is made up of many small skills that work together (like strands in a rope).

2. Teach Both Word Recognition & Language Comprehension

Teach phonics and decoding (sounding out words).

Build vocabulary, background knowledge, and oral language (understanding what words mean).

3. Target Specific Skills Using Scarborough’s Rope

Focus on skills like:

Phonological awareness (hearing sounds in words)

Decoding

Vocabulary

Grammar

Making inferences

Teach these together, not in isolation.

4. Use What Reading Research Tells Us

Choose methods backed by science (e.g., explicit phonics is better than guessing words).

Avoid ineffective methods like three-cueing.

5. Use Data to Guide Teaching

Assess students to find out:

What they can do

What they need help with

Adjust instruction to support each student’s needs.

6. Keep Learning and Reflecting

Ask: Are my teaching methods helping all my students?

Stay updated on reading research.

Collaborate with other teachers to improve instruction.

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Both the Simple View of Reading and Scarborough’s Reading Rope show that becoming a skilled reader requires developing multiple skills at the same time, rather than focusing on just one area. Teachers can use these frameworks by providing balanced instruction that includes both word recognition and language comprehension. This means teaching phonics and decoding skills explicitly while also building vocabulary, background knowledge, and comprehension through discussion and exposure to meaningful texts. Instruction should be integrated so students practice decoding and understanding simultaneously, rather than in isolation. Teachers should also use assessments to identify students’ specific needs and provide targeted support, whether in decoding or comprehension. By addressing all these areas together and adjusting instruction based on student progress, teachers can help students become fluent, confident, and proficient readers.

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Teaching word recoognition at the same time as language comprehension, they work together to build reading comprehension. We can teach these skills by reading, thinking, talking and explaining. This could look like decoding, then reading them in a sentence, discussing and answering questions about what we read. This all will also allow us to identify where our lessons may be lacking and find ways to fill those gaps. For example, we talked about a "skills" lesson where students work on a given set of words, they work on decoding and understanding the words, then we read them in a story or a sentencets, then talking about what we read and answering questions about it. We are building on each skill as we move through the lesson.

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How can teachers use these frameworks for reading instruction to support students in becoming proficient readers?

If decoding is weak, students may struggle to read words. If comprehension is weak, students can read words and possibly not understand.

The formula is the "goal" or goal to look to.

The rope is the support.

For example, if the comprehension is weak, we can use the rope to say ok what does this student need more literacy knowledge or background knowledge. The rope is the support to find what the student needs, give feedback, and work from there. If we find that the student needs support with background knowledge, then we can provide different context clues and maybe highlight points in future readings to achieve a better understanding of comprehension.

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D X LC=RC

Students must be strong in both decoding and language comprehension.

Scarborough's Rope breaks down skills. Reading skills are represented by different strands that "weave together" to create a strong reader.

Provide an explicit and systematic phonics instruction. Use ongoing assessment to target instruction.

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We all agreed that the visuals are very helpful for knowing what a specific student needs to know to help them to be more successful in their reading comprehension. We all also agreed that the visuals are helpful for us to understand how the different parts work together.