We Need a “Writing Rope”!
The literature and discourse related to literacy instruction tends to focus on reading, even though writing is just as important for student literacy achievement. In addition, significant attention is paid to the multi component nature of skilled reading, while writing tends to be referred to as a single, monolithic skill. With a nod towards Hollis Scarborough’s “Reading Rope”,
in 2019 I developed a model that identifies the multiple components that are necessary for skilled writing: The Writing Rope: The Strands That Are Woven Into Skilled Writing. In 2001, Scarborough published a graphic that depicts multiple components of language comprehension (i.e., background knowledge, vocabulary, language structures, verbal reasoning, literacy knowledge) and word recognition (i.e., phonological awareness, decoding, sight recognition) as strands in a rope. As students develop skills in these components they become increasingly strategic and automatic in their application, leading to fluent reading comprehension.