STAGES of READING DEVELOPMENT

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STAGES of READING DEVELOPMENT

• The Major Qualitative Characteristics and How
  They Are Acquired

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Stage 0 Pseudo Reading

• Preschool
• (ages 6 months to 6 years)

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Stage 0

• Major Qualitative Characteristics and Masteries
  by End of Stage
  

• Pretend reading
• Retells story from pictures
• Names alphabet letters
• Prints own name
• Plays with books, pencils, paper

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Stage 0

• How Acquired

• Being read to by someone who responds to childs
  interest
  
• Being provided with books, paper, pencils,
  letters, time

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Stage 0

• Relationship of Reading to Listening

• Most can understand childrens picture books and
  stories read to them
  
• Can understand thousands of the words they hear
  by age 6, but can read few if any of them

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Stage 1Initial reading and decoding

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

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Stage 1

• Major Qualitative Characteristics and Masteries
  by End of Stage
  

• Learns relation between letters and sounds and
  between printed and spoken words
  
• Able to read simple text containing
  high-frequency words and phonically regular
  words
  
• Sounds out new one-syllable words

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Stage 1

• How acquired

• Direct instruction and practice in letter-sound
  relationships
  
• Reading of simple stories using simple phonic
  patterns and high frequency words
  
• Being read to at a higher level to develop
  advanced language patterns, new words, and ideas

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Stage 1

• Relationship of Reading to Listening

• Childs reading level is much below the language
  that is understood when heard
  
• At end of stage, most children understand 6,000
  or more words but can read only about 600.

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Stage 2 Confirmation and Fluency

• Grades 2 and 3
• (ages 7 and 8)

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Stage 2

• Major Qualitative Characteristics and Masteries
  by End of Stage
  

• Reads simple stories with increasing fluency
• Learns to consolidate decoding, sight vocabulary,
  meaning context to read stories and selections

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Stage 2

• How acquired

• Direct instruction in advanced decoding skills
• Wide reading w/ instructional and independent
  materials
  
• Being read to at levels above their own to
  develop language, vocabulary and concepts

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Stage 2

• Relationship of Reading to Listening

• About 3,000 words can be read
• 9,000 or more words in listening vocabulary
• Listening is still more effective than reading

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Stage 3 Reading for Learning the New

• Grades 4-8
• (ages 9-13)

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Stage 3Phase A B

• A. Intermediate, grades 4-6
• B. Junior high school, grades 7-9

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Stage 3

• Major Qualitative Characteristics and Masteries
  by End of Stage
  

• For the first time, may be responsible for
  reading independently to
  
• -learn new ideas,
• -gain new knowledge,
• -experience new feelings and attitudes
• Generally from one viewpoint

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Stage 3

• How Acquired

• Reading/studying textbooks, reference works,
  trade books, newspapers, magazines
  
• Being exposed to unfamiliar vocabulary and syntax
  
  
• Systematic study of words
• Reacting to text through discussions and writing
• Reading of more complex fiction, non-fiction, etc.

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Stage 3

• Relationship of Reading to Listening

• At beginning, listening comprehension is still
  more effective than reading
  
• By the end, reading and listening are about equal
  
  
• For good readers, reading is more efficient

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Stage 4 Multiple Viewpoints

• High school, grades 10-12
• (ages 15-17)

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Stage 4

• Major Qualitative Characteristics and Masteries
  by End of Stage
  

• Reading widely from a broad range of complex
  materials--expository and narrative
  
• Able to deal with multiple viewpoints

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Stage 4

• How Acquired

• Wide reading and study of science and humanities
  as well as newspapers and magazines
  
• Systematic study of words and word parts
• Formal and creative writing

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Stage 4

• Relationship of Reading to Listening

• Reading comprehension is better than listening
  comprehension of difficult material
  
• For poorer readers, listening comprehension may
  be equal to reading

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Stage 5 Construction and Reconstruction

• College and beyond
• (age 18)

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Stage 5

• Major Qualitative Characteristics and Masteries
  by End of Stage
  

• Reading is used for ones own needs and purposes
• Serves to integrate ones knowledge with that of
  others to synthesize and create new knowledge
  
• It is rapid and efficient

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Stage 5

• How Acquired

• Wide reading of ever more difficult materials
• Writing papers, tests, essays that call for
  integration of varied knowledge and points of view

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Stage 5

• Relationship of Reading to Listening

• Reading is more efficient than listening

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Implications

• Stage 3 is necessary for the industrial
  workplace
  
• Stage 4 is an absolute for the informational age
• Many readers never get beyond Stage 3 and most
  reading instruction ends before students are
  adept at Stage 3 skills
  
• Most remediation is done in Stage 1 and Stage 2
  as well as Stage 3A
  
• However, Stage 3A depends so heavily on adequate
  Stage 1 2 skills that decoding and fluency may
  be more important for older students whose
  comprehension seems low