The SoR is based on the simple view of reading (Cervettie, et. al, 2020; Duke & Cartwright, 2021; Hoffman, 2017). According to this theory, skilled reading is a result of decoding and language comprehension (Gough & Tunmer, 1986) (see Figure 9.1). In other words, you decode each word (sound it out) and then listen to the decoding occurring in your head. What could be simpler than this? Yes?

Later iterations of this theory would change it slightly. Scarborough (2001) created his now famous reading rope based on this (see Figure 9.2). According to this theoretical model, skilled reading is like a rope comprised of two sets of strands.

Word recognition strands. The word recognition strands represent three low level skills related to: (a) phonological awareness (syllables, phonemes, etc.), (b) decoding (alphabetic principle and spelling-sound correspondence), and (c) sight word recognition (orthographic mapping). These skills are to be learned and practiced until they become increasingly automatic. That means that students do it without thinking.

Language comprehension strands. The language comprehension strands represent five higher level skills related to: (a) background knowledge, (b) vocabulary, (c) language structures (syntax and semantics), (d) verbal reasoning (inferring, predicting, and (e) literacy knowledge (print concepts, genres, etc.). These elements are to be learned in ways that enable students to consciously apply them as needed. (They become increasingly strategic.)

As the smaller strands within each set become increasingly intertwined, two sets of strands eventually become intertwined. And as the intertwining becomes increasingly tighter, one becomes more skilled as a reader.