Language comprehension The language comprehension strand of the Rope Model consists of background knowledge, vocabulary, language structures, verbal reasoning, and literacy knowledge. Comprehension , or interpreting meaning from text, is the ultimate goal of reading. In addition to the word recognition skills mentioned on the previous page, strong reading comprehension requires knowledge of language structures , particularly the rules of grammar that guide formal writing (Cain, 2010; Shanahan et al., 2010a). Vocabulary devel- opment is the process of acquiring new words. Although most children entering kindergarten can speak in full and detailed sentences, their oral language vocabularies continue to grow through exposure to language in the classroom. In fact, children learn at least 2,000 new words per year in kindergarten through third grade (Nagy & Scott, J., 2000). Verbal reasoning refers to the child’s ability to move beyond the literal meaning of text. Examples of verbal reasoning include using figurative language, metaphors/ analogies, and inferences (Cain, 2010). Children increasingly build their verbal reasoning through explicit instruction and by having teachers model relevant skills (Shanahan et al., 2010b). Through exposure to more texts, writing styles, and genres, children also increase their literacy knowledge , which strengthens their reading comprehension ability (Scarborough, 2001). The Active Model of Reading Building upon the interconnected nature of the Rope Model, more recent scientific findings further demonstrate that word recognition and language comprehension are often interwoven, even in young readers (Duke & Cartwright, 2021). While some processes may be unique contributors to word recognition and others to language comprehension, there are many processes that are important to the development of both skills. These bridging processes that overlap between word recognition and language comprehension have been shown to be stronger predictors of reading ability than either component alone (Cutting & Scarborough, 2006; Lonigan et al., 2018). Building upon prior models, the Active Model also identifies additional processes that are necessary for language comprehension. These additional processes include children’s knowledge built through engagement in their school and their cultural group ( cultural and other content knowledge ), as well as their knowledge about content-relevant information ( reading-specific background knowledge ). Children’s theory of mind , or his or her ability to understand their own and others’ mental states (e.g., characters’ thoughts and feelings), also enhances their comprehension of text.
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The Science of Reading | What Research Says About Setting Young Readers Up for Success
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