Scarborough, H.S., (2001) Connecting early language and literacy to later reading (dis)abilities: Evidence, theory, and practice. In S. Neuman & D. Dickinson (Eds.), Handbook for research in early literacy (Vol. 1, pp. 97-110). New York: Guilford Press, 2001.

Summary

Scarborough (2001) argues that reading development begins well before formal schooling and is closely tied to early language and literacy skills. Longitudinal studies reveal that preschool differences in vocabulary, syntax, phonological awareness, and print knowledge strongly predict later reading achievement and difficulties. The “Reading Rope” metaphor illustrates skilled reading as the intertwining of word recognition (phonemic awareness, decoding, sight recognition) and language comprehension (background knowledge, vocabulary, syntax, reasoning, and literacy knowledge). Weaknesses in either set of strands, especially phonological processing, often lead to persistent reading disabilities.

The chapter highlights evidence from studies of children with early language impairments, children from families with histories of reading disability, and unselected preschool samples. Across these groups, verbal skills consistently predict later literacy outcomes, whereas nonverbal skills do not. Importantly, patterns of deficits shift across early development, with weaknesses sometimes appearing to resolve but later reemerging as “illusory recovery”.

Scarborough critiques simplistic causal models of reading disability, noting that phonological deficits are central but not always sufficient explanations. She proposes hybrid models that account for multiple deficits, nonlinear growth, and genetic and environmental influences. Practically, she emphasizes the value of early screening—though acknowledging risks of false alarms—and supports proactive interventions focused on phonological awareness, letter knowledge, and oral language.

Ultimately, Scarborough concludes that continuity between early language and later reading is strong, though complex. Effective theory and practice must account for developmental changes, multiple risk factors, and the interplay of language and literacy from infancy onward.