Let's Practice Identifying the Two Cognitive Processes Involved in Reading!

Now that you've learned a bit about The Simple View (Gough & Tumner, 1986) and The Scarborough Rope (2001), engage in an activity to build your fluency with the cognitive process involved in each side of the rope.

Word Recognition Components

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Language Comprehension Components

Phonological Awareness

Language Structure

Literacy Knowledge

Vocabulary

Verbal Reasoning

Decoding

Phonemic Awareness

Background Knowledge

Sight word Recognition

To check your work, click here!

Apply Your Learning through Case Studies

As you go on to work with students, you'll be able to identify aspects of the reading components that are strengths you can leverage as well as areas of need. To practice identifying how you might support students, read through the following case studies and consider their areas of strengths and needs.

Student #1: Gregory
Student #2: Yosefina
Student #3: Jack

Student #1: Gregory

Gregory is a third grader who loves to create structures with blocks and play with his three hamsters. He loves animal shows and can explain the difference between a symbiotic and parasitic relationship in depth to his parents. He enjoys when his parents read to him and can easily retell the stories when they are finished. His favorite topic in school is science, except when the teacher calls on him to read aloud. When he is asked to read to the class, he often reads word by word and sometimes makes up the words in the sentences because he is not sure what they say.

Which reading components are strengths of Gregory's? Which might be areas of need?

Click here to reveal some of Gregory's strengths:

Click here to reveal some of Gregory's needs:

Student #2: Yosefina

Yosefina is a sixth grader who loves to cook, spend time on social media, and help her brothers with homework. She has really enjoyed school so far this year and has been reading the Dork Diaries series, which she checks out weekly from the library. When her teacher asks for volunteers to read aloud, she usually raises her hand because she feels confident about her reading skills. She also likes to volunteer to read aloud and knows that if she volunteers to read, she probably won't be called on later to answer questions about the text. Her least favorite subjects this year are science and history because she gets confused and has trouble answering questions about the text. She often just copies down entire sentences directly from the text as her evidence because she isn't sure how to put them in her own words.

Which reading components are Yosefina's strengths? Which might be her areas of need?

Click here to reveal some of Yosefina's strengths:

Click here to reveal some of Yosefina's needs:

Student #3: Jack

Jack is a first grader who loves to talk about cars and construction vehicles. He engaged with virtual school last year and has attended the first two weeks of the 2021-2022 school year in person. During a reading assessment, Jack's teacher asks him to name the letters and the sounds that they make. He is able to tell her all of the names of the lower and upper case letters, but only three of the sounds that the letters make. Then, the teacher asks Jack, "Say the sounds you hear in the word MAT." Jack puts his head down and then says, "/mmmmm/." When Jack's teacher asks if he hears any other sounds in the word, he says, "No, just /mmmmmm/." He then goes on to say, "But that reminds me! A motorcycle also goes mmmmmmmmm but only when it has a broken muffler... I learned all about mufflers when I went to the car show this weekend."

Which reading components are Jack's strengths? Which might be areas of need?

Click here to reveal some of Jack's strengths:

Click here to reveal some of Jack's needs: