Stages of reading development

Question 1

The early emergent READER

Answer 1

Early childhood to kindergarten
pre alphabetic
Young children rely on story reading from picture books with a minimal prompt and beginning awareness that text progresses from left to right. Children scribble and recognize distinctive visual cues in environmental print such as the letters in their names teachers often observe children pretending to read using private speech.
Begin phonemic awareness and concepts of print instructed by helping students to:
• Recognize print concepts in the environment
• recognize that print has meaning
• understand the text is read from left to right
• Make prediction in stories
• Enjoy matching words and sound (rhythm)
• Name pictures of sociated with spoken word
• recognize letter shapes in their name
• Learn the alphabet song

Question 2

the beginning reader

Answer 2

kindergarten to first grade
Alphabetic decoding
At the beginning reader has an awareness that letters are associated with sounds sound symbol relationships. Children begin to identify some printed words by decoding simple consonant vowel consonant CVC words such as Mat,sun, pin. Children usually know that letters of words represent sounds. Children later spell with the first and last consonant for example CTE for cats
Systematic and explicit instruction including
• Phonics but phonemic awareness blending segmenting and the coding
• Vocabulary word attack skills spelling
• Text comprehension
• Listening and writing
• Encouraging students to make predictions about stories
• Exercises that include filling in open-ended sentences

2nd to 3rd grade
Alphabetic learning fluency
Children are beginning to develop fluency in reading texts and recognize words by patterns and site. Children attempt to read words using phonics knowledge. Children can read reread texts within a story. Children now rhyme and blend words. They can check for the meaning of words to make sense of the text. The older student now begins to recognize chunks or phonograms and can identify similarities and differences of sounds within words
• Phonics but phonemic awareness blending segmenting and the coding
• Vocabulary word attack skills spelling
• Text comprehension
• Listening and writing
• Encouraging students to make predictions about stories
• Exercises that include filling in open-ended sentences

Question 3

The Fluent Reader

Answer 3

Fourth to eighth grade
Orthographic
Students read larger units of print and use analogy to decode larger words. Decoding becomes fluent and is representative of adult readers. Reading accuracy and speed are stressed.
• Systematic and explicit instructions including:
• Word attack skills multisyllabic words and words with families
• Decoding
• Spelling and vocabulary
• Fluency
• Text comprehension (context skills)
• Utilizing metacognition

Question 4

The Remedial Reader

Answer 4

Third to eighth grade
Students who do not demonstrate reading competency
The key approach to successful reading program is preventative rather than remedial while understanding that there is a full range of learners in the classroom. Students who are struggling to read are taught from the same systematic framework taught in the early grades of successful readers.

Reading instruction includes re teaching all of them modalities taught as a beginning reader listed above and emphasizing:
• Assessment of identified reading weakness
• Teaching explicit strategies based on diagnosis
• Linking instruction to prior knowledge
• increasing instruction time
• Dividing skills into smaller steps while providing reinforcements and positive feedback