Sources: Dr' Francine Johnston, Dr' Marie Clay, Dr' Lucy Calkins, Dr' Sam Miller, and Dr' Pat Cunnin

1
Developmental Reading Stages

• Sources Dr. Francine Johnston, Dr. Marie Clay,
  Dr. Lucy Calkins, Dr. Sam Miller, and Dr. Pat
  Cunningham

2
Emergent Reading means

• pretend reading. This is the preliterate stage
  of reading.

3
Beginning Reading Characteristics Usually ages
5-9

• Notices concepts of words
• Rereads pattern books (Dr. Seuss)
• Reading is disfluent
• Reads aloud
• Fingerpoints
• Spells first and last consonant sounds (early
  letter name stage) or spells consonants and
  vowels in each syllable (middle and late letter
  name stage)

4
Transitional Reading Stage Usually ages 6-12

• Silent Reading
• Stops fingerpointing
• Approaching fluency
• Phrase reading
• Uses greater expression
• Spells short vowels correctly and experiments
  with long vowels (Within word pattern stage)

5
Intermediate and Specialized Reading Stage
(Ages 10)

• Reads fluently
• Reads with expression
• Prefers silent reading
• Experiences styles and genres
• Learns how syllables fit together and studies
  prefixes and suffixes (Syllable Juncture Stage)
  and moves toward studying base and root words and
  internal morphology (study and structure of
  words) in syllables

6
National Reading Panel

• In a 1995 study, 44 percent of the subjects were
  found to be disfluent when reading grade-level
  appropriate materials that they had previously
  read silently (National Assessment of Educational
  Progress, Pinnell et al., 1995).
• The expectation was that if students read more,
  they would achieve fluencyhowever research shows
  that at least some students will need expert
  teacher guidance in order to progress efficiently
  through the stages of reading development to
  fluency.

7
National Reading Panel

• For struggling readers, introduce vocabulary
  prior to reading the text to improve reading
  comprehension. (Ask students to skim the text for
  unknown words and to define those words.)
• For lower performing readers, an additional
  benefit of having text read initially by a model
  improved comprehensionthe reading model allows
  the student to FOCUS on the content of the
  passage before the student rereads the passage
  independently
• Repeated oral readings (for struggling readers)
  improve fluency and comprehension of young
  students (OShea and Sindelar) as well as college
  students (Carver and Hoffman).

8
National Reading Panel

• If we want students to read well, we must find
  ways to encourage them to read lotsBeyond the
  basics, students improvement in reading depends
  strongly on the amount of text they read.

9
National Reading Panel

• Controlling the difficulty of texts and
  providing feedback for words missedimproved
  accuracy and comprehension
• Repeated encounters with words allow the reader
  to store letter patterns across different words
  (Ehris Stages of Reading Development)