stages of reading development

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STAGES of READING STAGES of READING DEVELOPMENTDEVELOPMENT

The Major Qualitative The Major Qualitative Characteristics and How They Are Characteristics and How They Are

AcquiredAcquired

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Stage 0: Stage 0: “Pseudo Reading”“Pseudo Reading”

PreschoolPreschool

(ages 6 months to 6 years)(ages 6 months to 6 years)

Stage 0: Pre-reading Stage:Stage 0: Pre-reading Stage:

Unsystematic accumulation of understandings about Unsystematic accumulation of understandings about reading between pre-school and kindergarten.reading between pre-school and kindergarten.

Stage 1:Initial Reading or Decoding Stage (grades 1-2; Stage 1:Initial Reading or Decoding Stage (grades 1-2; Ages 6-7 )Ages 6-7 )

Student's central task is learning arbitrary letters and Student's central task is learning arbitrary letters and associating them with corresponding parts of spoken associating them with corresponding parts of spoken words. Learner acquires knowledge about reading. words. Learner acquires knowledge about reading. Phonics.Phonics.

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Stage 2: Confirmation, Fluency, Ungluing from Print, Stage 2: Confirmation, Fluency, Ungluing from Print, Automaticity Stage (grades 2-3; Ages 7-8)Automaticity Stage (grades 2-3; Ages 7-8)

Consolidation of what was learned in Stage 1. Requires Consolidation of what was learned in Stage 1. Requires reading many easy and familiar books for developmental reading many easy and familiar books for developmental reading. Gradual increase in functional and recreational reading. Gradual increase in functional and recreational reading. Common use of the basal readers. Functional reading. Common use of the basal readers. Functional reading is important - content area texts. Range of reading is important - content area texts. Range of possible recreational reading increaspossible recreational reading increases.es.

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Stage 3: Reading for Learning the New Stage: A First Step Stage 3: Reading for Learning the New Stage: A First Step (Grades 4-8; ages 9-13)(Grades 4-8; ages 9-13)

Readers need to bring prior knowledge to their reading. Readers need to bring prior knowledge to their reading. Children acquire facts.Children acquire facts.

Stage 4: Multiple Viewpoints Stage: (High School; Ages 14-Stage 4: Multiple Viewpoints Stage: (High School; Ages 14-18)18)

Should include instruction in reading/study skills and Should include instruction in reading/study skills and reading strategies for success.reading strategies for success.

Stage 5:Construction & Reconstruction Stage: College; Stage 5:Construction & Reconstruction Stage: College; Ages 18 & beyond)Ages 18 & beyond)

Adult literacy should stress acquisition of skills useful to Adult literacy should stress acquisition of skills useful to the participants and the ability to apply those skills.the participants and the ability to apply those skills.

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Stage 0Stage 0

Major Qualitative Major Qualitative Characteristics Characteristics and Masteries by and Masteries by End of StageEnd of Stage

Pretend readingPretend reading Retells story from Retells story from

picturespictures Names alphabet Names alphabet

lettersletters Prints own namePrints own name Plays with books, Plays with books,

pencils, paperpencils, paper

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Stage 0Stage 0

• • How it’s How it’s AcquiredAcquired

Being read to by Being read to by someone who someone who responds to child’s responds to child’s interestinterest

Being provided with Being provided with books, paper, pencils, books, paper, pencils, letters, timeletters, time

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Stage 0Stage 0

••Relationship Relationship of Reading of Reading to Listeningto Listening

Most can understand Most can understand children’s picture children’s picture books and stories books and stories read to themread to them

Can understand Can understand thousands of the thousands of the words they hear by words they hear by age 6, but can read age 6, but can read few if any of themfew if any of them

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Stage 1:Stage 1:Initial reading and Initial reading and

decodingdecoding

Grade 1 and beginning Grade 2 Grade 1 and beginning Grade 2 (ages 6 and 7)(ages 6 and 7)

1010

Stage 1Stage 1

Major Major Qualitative Qualitative Characteristics Characteristics and Masteries and Masteries by End of by End of StageStage

Learns relation between Learns relation between letters and sounds and letters and sounds and between printed and between printed and spoken wordsspoken words

Able to read simple text Able to read simple text containing high-frequency containing high-frequency words and phonically words and phonically regular wordsregular words

Sounds out new one-Sounds out new one-syllable wordssyllable words

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Stage 1Stage 1

••How it’s How it’s acquiredacquired

Direct instruction and Direct instruction and practice in letter-sound practice in letter-sound relationshipsrelationships

Reading of simple stories Reading of simple stories using simple phonic using simple phonic patterns and high patterns and high frequency wordsfrequency words

Being read to at a higher Being read to at a higher level to develop level to develop advanced language advanced language patterns, new words, and patterns, new words, and ideasideas

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Stage 1Stage 1

••Relationship of Relationship of Reading to Reading to ListeningListening

Child’s reading level Child’s reading level is much below the is much below the language that is language that is understood when understood when heardheard

At end of stage, most At end of stage, most children understand children understand 6,000 or more words 6,000 or more words but can read only but can read only about 600.about 600.

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Stage 2:Stage 2: Confirmation and Confirmation and

FluencyFluency

Grades 2 and 3Grades 2 and 3

(ages 7 and 8)(ages 7 and 8)

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Stage 2Stage 2

Major Qualitative Major Qualitative Characteristics Characteristics and Masteries by and Masteries by End of StageEnd of Stage

Reads simple stories Reads simple stories with increasing with increasing fluencyfluency

Learns to consolidate Learns to consolidate decoding, sight decoding, sight vocabulary, & vocabulary, & meaning context to meaning context to read stories and read stories and selectionsselections

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Stage 2Stage 2

How it’s How it’s acquiredacquired

Direct instruction in Direct instruction in advanced decoding advanced decoding skillsskills

Wide reading w/ Wide reading w/ instructional and instructional and independent materialsindependent materials

Being read to at Being read to at levels above their levels above their own to develop own to develop language, vocabulary language, vocabulary and conceptsand concepts

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Stage 2Stage 2

Relationship of Relationship of Reading to Reading to ListeningListening

About 3,000 words About 3,000 words can be readcan be read

9,000 or more words 9,000 or more words in listening vocabularyin listening vocabulary

Listening is still more Listening is still more effective than readingeffective than reading

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Stage 3:Stage 3: Reading for Learning the Reading for Learning the

NewNew

Grades 4-8Grades 4-8

(ages 9-13)(ages 9-13)

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Stage 3:Stage 3:Phase A & BPhase A & B

A. Intermediate, grades 4-6A. Intermediate, grades 4-6

B. Junior high school, grades 7-9B. Junior high school, grades 7-9

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Stage 3Stage 3


For the first time, may be For the first time, may be responsible for reading responsible for reading independently toindependently to-learn new ideas, -learn new ideas,

-gain new knowledge,-gain new knowledge, -experience new feelings -experience new feelings

and attitudesand attitudes

Generally from one Generally from one viewpoint viewpoint

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Stage 3Stage 3

How it’s How it’s AcquiredAcquired

Reading/studying Reading/studying textbooks, reference textbooks, reference works, trade books, works, trade books, newspapers, magazinesnewspapers, magazines

Being exposed to Being exposed to unfamiliar vocabulary and unfamiliar vocabulary and syntax syntax

Systematic study of Systematic study of words words

Reacting to text through Reacting to text through discussions and writingdiscussions and writing

Reading of more complex Reading of more complex fiction, non-fiction, etc.fiction, non-fiction, etc.

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Stage 3Stage 3


At beginning, listening At beginning, listening comprehension is still comprehension is still more effective than more effective than readingreading

By the end, reading By the end, reading and listening are and listening are about equal about equal

For good readers, For good readers, reading is more reading is more efficientefficient

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Stage 4:Stage 4: Multiple Viewpoints Multiple Viewpoints

High school, grades 10-12High school, grades 10-12

(ages 15-17)(ages 15-17)

2323

Stage 4Stage 4


Reading widely from Reading widely from a broad range of a broad range of complex materials--complex materials--expository and expository and narrativenarrative

Able to deal with Able to deal with multiple viewpointsmultiple viewpoints

2424

Stage 4Stage 4


Wide reading and study Wide reading and study of science and of science and humanities as well as humanities as well as newspapers and newspapers and magazinesmagazines

Systematic study of Systematic study of words and word partswords and word parts

Formal and creative Formal and creative writingwriting

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Stage 4Stage 4


Reading Reading comprehension is comprehension is better than listening better than listening comprehension of comprehension of difficult materialdifficult material

For poorer readers, For poorer readers, listening listening comprehension may comprehension may be equal to readingbe equal to reading

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Stage 5:Stage 5: Construction and Construction and

ReconstructionReconstruction

College and beyondCollege and beyond

(age 18+)(age 18+)

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Stage 5Stage 5


Reading is used for Reading is used for one’s own needs and one’s own needs and purposespurposes

Serves to integrate Serves to integrate one’s knowledge with one’s knowledge with that of others to that of others to synthesize and create synthesize and create new knowledgenew knowledge

It is rapid and efficientIt is rapid and efficient

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Stage 5Stage 5


Wide reading of ever Wide reading of ever more difficult more difficult materialsmaterials

Writing papers, tests, Writing papers, tests, essays that call for essays that call for integration of varied integration of varied knowledge and points knowledge and points of viewof view

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Stage 5Stage 5

Relationship Relationship of Reading to of Reading to ListeningListening

Reading is more Reading is more efficient than listeningefficient than listening

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Implications:Implications:

Stage 3 is necessary for the industrial workplaceStage 3 is necessary for the industrial workplace Stage 4 is an absolute for the informational ageStage 4 is an absolute for the informational age Many readers never get beyond Stage 3 and Many readers never get beyond Stage 3 and

most reading instruction ends before students most reading instruction ends before students are adept at Stage 3 skillsare adept at Stage 3 skills

Most remediation is done in Stage 1 and Stage 2 Most remediation is done in Stage 1 and Stage 2 as well as Stage 3Aas well as Stage 3A

However, Stage 3A depends so heavily on However, Stage 3A depends so heavily on adequate Stage 1 & 2 skills that decoding and adequate Stage 1 & 2 skills that decoding and fluency may be more important for older fluency may be more important for older students whose comprehension seems lowstudents whose comprehension seems low

stages of reading development

Education

prereading stage

end of stage

new stage

relationship of reading

reading comprehension

functional reading

initial reading

decoding stage grades