PROGRESSION IN READING is based on the NEXUS MAT Aligned Grid for Reading.
Reading progression is broken down into three key skill areas:
Each of these skill areas is further divided into milestones for learners to work towards. In conventional learners these milestones may be achieved in a linear fashion however, this is not necessary.
Learners will work on all three skill areas simultaneously, but may be at different stages in their progression and therefore working on varying milestones within each (progress does not need to be linear) .
The Reading Rope
Created as a concept by Dr. Hollis Scarborough in the early 1990s, the Reading Rope is a visual model that explains the intertwined skills that make up the process of learning to read. The rope consists of two ‘main’ strands: ‘word recognition’ and ‘language comprehension’ each broken down into their component parts.
Teachers can use Scarborough’s Reading Rope as a framework to guide their instruction and intervention in reading. By understanding the different strands and components of reading, teachers can assess students’ strengths and weaknesses and tailor their instruction accordingly. For example, if a student is struggling with phonological awareness, the teacher can provide targeted instruction and practice activities to improve this skill. Similarly, if a student is struggling with comprehension, the teacher can focus on teaching specific strategies to enhance understanding.
The Reading Rope model helps teachers address the complex nature of reading and provides a structured approach to teaching foundational reading skills and promoting reading comprehension. It emphasises the importance of developing both word recognition and language comprehension skills in a balanced and integrated manner.
In summary, Scarborough’s Reading Rope is a valuable tool for teachers in understanding the different components of reading and providing targeted instruction. It recognizes the interdependence of word recognition and language comprehension skills and guides teachers in supporting students’ development as proficient readers.