The Science of Reading is undergirded by theories of how students learn to read and comprehend text. The theory most often cited is Scarborough's Reading Rope as conceived by Dr. Hollis S. Scarborough. Dr. Scarborough believed that the elements of Word Recognition and the elements of Language Comprehension all weave together into the rope of Reading Comprehension. Just like a true rope, the more strands present and the stronger each strand is, the stronger the rope is. It is surmised that if a student is weaker in one strand, the strength of the other strands can still help the student comprehend what she is reading.

In this new podcast series on the Science of Reading - What Every EdLeader Should Know, Dr. Rob Jackson, host of the EdLeader podcast, has one goal, to peel apart the individual strands of reading comprehension and build our shared understanding of what EdLeaders need to know about learning to read.

So metaphorically, we grab Scarborough’s reading rope and separate the strands of Word Recognition and Language Comprehension. Within the Language Comprehension strands, we find the strand that is the topic for today’s episode, Vocabulary.

Building vocabulary knowledge is important to help students be better communicators, help them access more text, and increase their own expressiveness.

Show notes are available at: www.drrobjackson.com
@Dr_Rob_Jackson
@EdLeaderPod