The document discusses the five main stages of literacy development: 1) Emergent readers (ages 2-7) begin to understand concepts of print and connect text to meaning. 2) Early readers (ages 5-7) rely more on text than pictures and use word recognition strategies. 3) Transitional readers (ages 5-7) read fluently in phrases with expression. 4) Self-extending readers (ages 6-9) read independently across genres for knowledge and pleasure. 5) Advanced readers (ages 9+) have mastered reading comprehension and use strategies flexibly.

1. Emergent Reader
and Emergent
Writer

2. Characteristics of An
Emergent Writer
• Emergent Reading – pertains
to the first stage in a child’s
growth toward literacy.

3. Particularly , this stage relates to
the beginning experiences or
the child’s first experiences with
print in the home and continues
through early years of formal
schooling.

4. • However, this reading
behavior does not begin at
a particular age but
emerges continually, thus
the term called emergent
reading.

5. Harris and Hodges (1981)
• Refer to this period of
acquiring the specific skills
and abilities that allow reading
to take place as preparedness
allows him/her to cope with a
learning task.

6. This is significantly determined by a
complex pattern of:
• Intellectual
• Motivational
• Maturational
• Experiential factors

7. Further, reading readiness is viewed as
a set of:
• Social
• Emotional
• Physical
• Cognitive competencies

8. • Since the beginning of emergent
reading is not determined at a
particular age, it is helpful to
recognize the various stages of
reading development that a child
undergoes and to monitor his/her
progress through these stages.

9. • Children pass through stages at
different levels of maturity. Similarity,
not all children pass through all
stages of reading, all at the same
time and in the same order. Most
significantly, each child is identified as
an individual emergent reader
developing at his/her own pace and
rate.

10. Stages of Reading Process
• A number of models on reading
development have been designed
and have guided reading instruction
in identifying the stages of reading
where a particular child is in and
where children in a heterogeneous
class belong.

11. • The basic and progressive
stages of reading generally
serve as a guide in
determining the reading skills
of a particular child or of the
whole class.

12. • However, it is important to note that,
not all children pass through the
same stages simultaneously and
possess all the same skills.
Therefore, an individual reader
maybe identified in terms of his
readiness, skills and own pace.

13. • Marie Clay (1991) and
Fountas and Pinnell (2001)
have noted five main stages of
literacy development that
relate to both reading and
writing.

14. Stage 1 – Emergent Readers
• The age of emergent readers generally
ranges from 2-7 years old. They begin
to familiarize themselves with the
concepts of print related to
directionality, one-to-one
correspondence between the spoken
and written word, and the value of
picture clues to the meaning of a story.

15. • They also develop an understanding
that the printed word carries the
meaning of a story.
• They begin to make text-to-world
connections and may be able to
extend on what is written on the
page.

16. Stage 2 – Early Readers
• Picking up from the concepts
attained as an emergent
reader, early readers now
begin to rely more heavily on
the printed text than on the
pictures in a book.

17. • Most often, they begin to developed
word recognition strategies such as:
• Monitoring
• Searching
• Cross-checking
• Self-correction.

18. • This type of readers also begins to develop a
data bank of sight words that allows them to
read with increased speed as they are read
more often in phrases rather than single words.
• As a general rule, early readers are between the
ages of 5-7. Because readers develop at varying
rates, a teacher may have a class containing
both emergent and early readers as well as
readers in the next development stage, the
transitional reader.

19. Stage 3- Transitional Readers
Transitional readers make the
leap into fluent reading as they are
generally able to read in meaningful
phrases with comfortable pace and
appropriate voice intonation.
Transitional readers are able to read
more lengthy texts with the little
reliance on pictures for text meaning,
these readers tend to range from5 to
7 years.

20. Stage 4- Self-Extending Readers
Readers, progress into reading
independence in the fourth developmental stage.
They often read a variety of textual genres and use
reading as a tool for gaining new knowledge or
building upon existing knowledge. This type of
readers are able to read more complex texts and
begin to read for variety of purposes. Often these
readers range in age from 6 to 9 years of age.

21. Stage 5- Advanced Readers
Advance readers are those readers who have
attained a level of mastery with reading. They are generally
over the age of 9 and have become proficient in reading and
in comprehending various text sources. They enjoy reading
and use reading as means of gaining knowledge and in
comprehending various text sources. They can also read
fluently and can interpret texts at both concrete and
inferential level.
Advanced readers connect what they have read to
themselves to other texts and to the world around them.
They have internalized a series of reading strategies that are
used interchangeably as they read different texts.

22. Advanced reader
Self-extending
reader
Independent
Transitional reader reading
Emergent reader
Beginning
reader
Basic
concepts of
print
Pictureanalysis
Sound-letter
recognition
Word
recognition
Sight words
Print reading
Towards
fluent reading
Reading
various texts
Reading of
lengthy texts
Early Reader
Reading for
information
Little reliance
in pictures
Gradual speed
in reading
Stages of the Reading Process
Mastery in
reading
Proficient
comprehension
Reading for
information
Reading for
pleasure
Inferential
reading
Interpretive
reading
Internalized
reading
strategies

23. Factors that influence
the development of an
Emergent Reader

24. Perceptual
Factors
developed
sensory skills
and visual
and auditory
discrimination
left to right
eye
progression
stimulated
awareness
and
manipulation
of
objects/toys
emulates
adult reading
behavior
Oral
Language
Factors
Cognitive
Factors
Affective
Factors
has a great
deal of oral
language
conscious
understandin
g about
language
has welldeveloped
aural/oral
language
skills
Has parents
has
who are
emerging
has a great
habitual
ability to think deal of time
readers
and interest in themselves
uses trial
reading
and error to
Has social
discover new enjoys
interaction
things
reading aloud with parents
and peers
expanding
can retell
memory
stories
Has
actively
pleasant
imaginative
environment
or creative
for reading
Uses
descriptive
language
shows
strong
involvement
in being read
to
Home
Environment
Factors
Has access
to print
materials