The Developing Reader: The Transitional, Intermediate, and Advanced Reading Stages The Developing Reader: The Transitional, Intermediate, and Advanced Reading Stages Program Transcript PROFESSOR LISA-MARIE BALD: The Developing Reader-- The Transitional, Intermediate, and Advanced Reading Stages. Developmental Reading and Writing Continuum-- during this course, you will focus on the developing reader. The developing reader is typically in grades four through six. However, reading development is a continuum of literacy growth throughout a person's life. The Transitional Stage-- the transitional stage of literacy is a period of tremendous growth. Students are beginning to be independent readers who apply reading strategies. They recognize many sight words and apply words strategies automatically. During this stage, many children experience reading with ease. However, they often lack porosity, missing intonation. Once oral reading is completed, these students are unable to comprehend the text. Self-monitoring strategies are of focus for the transitional reader. Additionally, teachers should promote self- selected independent reading of a variety of genres. The Intermediate Reader-- a majority of the students in grades four through six will exhibit intermediate reading behaviors. During this stage of reading, students are reading independently from a wide variety of materials. They select materials closely related to their own experiences and interests. Thus they are motivated to read for enjoyment. During grades four through six, reading in the content areas becomes prevalent. Content area reading can challenge many intermediate readers. Lastly, during this stage, children begin to participate in deeper conversations about their reading. They want to share what they are reading and how it connects to their lives. The Advanced Reader-- advanced readers are independent readers with refined reading skills. They naturally apply appropriate strategies to support their reading of a variety of texts. They tend to be voluntary readers who can converse about the author's purpose of writing. They can critically analyze a text and provide evidence to support their positions. During the advanced reading stage, teachers should focus on direct instruction of literacy in the content areas. Specialized vocabulary, text features, and metacognitive strategies are instructional focal points. [MUSIC PLAYING] ©2014 Laureate Education, Inc. 1 The Developing Reader: The Transitional, Intermediate, and Advanced Reading Stages The Developing Reader: The Transitional, Intermediate, and Advanced Reading Stages Additional Content Attribution Music: Creative Support Services Los Angeles, CA Dimension Sound Effects Library Newnan, GA Narrator Tracks Music Library Stevens Point, WI Signature Music, Inc Chesterton, IN Studio Cutz Music Library Carrollton, TX ©2014 Laureate Education, Inc. 2 ...

1. The Developing Reader: The Transitional, Intermediate, and
Advanced Reading Stages
The Developing Reader: The Transitional, Intermediate, and
Advanced Reading Stages
Program Transcript
PROFESSOR LISA-MARIE BALD: The Developing Reader--
The Transitional,

2. Intermediate, and Advanced Reading Stages.
Developmental Reading and Writing Continuum-- during this
course, you will
focus on the developing reader. The developing reader is
typically in grades four
through six. However, reading development is a continuum of
literacy growth
throughout a person's life.
The Transitional Stage-- the transitional stage of literacy is a
period of
tremendous growth. Students are beginning to be independent
readers who
apply reading strategies. They recognize many sight words and
apply words
strategies automatically.
During this stage, many children experience reading with ease.
However, they
often lack porosity, missing intonation. Once oral reading is
completed, these
students are unable to comprehend the text. Self-monitoring
strategies are of
focus for the transitional reader. Additionally, teachers should
promote self-
selected independent reading of a variety of genres.
The Intermediate Reader-- a majority of the students in grades
four through six
will exhibit intermediate reading behaviors. During this stage of
reading, students
are reading independently from a wide variety of materials.
They select materials
closely related to their own experiences and interests. Thus they
are motivated to

3. read for enjoyment.
During grades four through six, reading in the content areas
becomes prevalent.
Content area reading can challenge many intermediate readers.
Lastly, during
this stage, children begin to participate in deeper conversations
about their
reading. They want to share what they are reading and how it
connects to their
lives.
The Advanced Reader-- advanced readers are independent
readers with refined
reading skills. They naturally apply appropriate strategies to
support their reading
of a variety of texts. They tend to be voluntary readers who can
converse about
the author's purpose of writing. They can critically analyze a
text and provide
evidence to support their positions.
During the advanced reading stage, teachers should focus on
direct instruction of
literacy in the content areas. Specialized vocabulary, text
features, and
metacognitive strategies are instructional focal points.
[MUSIC PLAYING]
©2014 Laureate Education, Inc. 1

4. The Developing Reader: The Transitional, Intermediate, and
Advanced Reading Stages
The Developing Reader: The Transitional, Intermediate, and
Advanced Reading Stages
Additional Content Attribution
Music:
Creative Support Services
Los Angeles, CA
Dimension Sound Effects Library
Newnan, GA
Narrator Tracks Music Library
Stevens Point, WI
Signature Music, Inc
Chesterton, IN
Studio Cutz Music Library
Carrollton, TX

5. ©2014 Laureate Education, Inc. 2
Running head: NAME OF DOCUMENT
1
NAME OF DOCUMENT
5
Name of Document
Author First Name MI. Last Name
Capella University
Assessment of Addiction and Co-occurring Disorders
Provide an introduction to your paper making it clear which
case you have selected, and include the purpose of the
assessment by describing the primary presenting concerns from
the scenario.
Evaluation of Assessment Tools
Select and evaluate at least two assessment tools for each of the
following:
· Addiction Assessment or Screening.
· Assessment of Co-occurring Mental Health Issue.
· Assessment of Risk of Harm.
Using the Mental Measurement Yearbook and other scholarly
sources (peer reviewed journal articles), compare the strengths
and weakness of each assessment and justify selecting one that
would be the stronger choice for the case. Be certain to analyze
how well each assessment performs with relevant diverse
populations. When it exists, scholarly literature that addresses
how well the assessment tool performs with the specific
diversity presented in the case should be cited.
Based upon information provided in the case justify a
provisional diagnosis including DSM criteria met and those that

6. would require additional information. Note information needed
for differential diagnosis and cultural considerations.
Results of Assessment
Diagnosis Based upon the DSM-5
List:
Principal DSM-5 Diagnosis (Focus of treatment):
Additional DSM-5 Diagnoses:
Relevant Medical Diagnoses (if known):
Note:
Other Conditions That May Be a Focus of Clinical Attention
(see pp. 715–727 of DSM-5 manual) –
Measures of Symptom Severity/Disability (seeSection III of
DSM-5, p. 747 and select appropriate assessment tools such as
WHODAS 2.0 for adult or parent/guardian Cross-Cutting
Symptom Measure for child age 6–17) –
Include a narrative description explaining how the diagnosis
was formulated citing the DSM-5 and any other relevant
sources. It is likely that the case scenario does not provide
enough detail to make a definitive diagnosis. Note the
information needed to formulate a more definitive diagnosis and
how the results of the assessment tools selected would
contribute to the process.
Description of Client Strengths
This section should focus upon the strengths suggested in the
scenario that are relevant to consider for the level of care and
modalities (individual, group, family) that will be
recommended. Note that only the level of care is included at
this point in the project. Considerations should include the
client’s support system, motivation to change, and physical
health from the perspective of the strengths they may have.

7. Description of Challenges to Be Addressed
This section mirrors the information considered
strengths, noting the relevant gaps that may present challenges
for the client in terms of their support system, motivation to
change, and physical risks associated with their substance of
choice. The risk of the client harming themselves or others
should be addressed here.
Recommended Level of Care
Based upon ASAM criteria (see pp.72–75 in the Lewis
text), a recommendation for the initial level of care is addressed
here. The continuum of care that will likely follow should be
described and supported by scholarly literature.
References
Author, A. A., Author, B. B., & Author, C. C. (year). Title of
article. Title of Periodical, volume# (issue#), xx–xx.
Case Scenario 2
Marifel is a 19-year-old woman of Filipino decent. She was
born in the Philippines and moved to the United States with her
parents when she was 2 years old. She has many relatives in the
United States including aunts, uncles, and cousins, but her
grandparents and some other extended family members remain
in the Philippines. She visited them every couple years while
growing up and often stayed for several weeks at a time.
Marifel’s parents describe her as a happy child who was able to
enjoy time with friends and family on two continents.
Unfortunately, this changed after Marifel was in a boating
accident last summer.
Marifel was enjoying a high school graduation celebration with
friends at a nearby lake when the accident occurred. The boat in
which she was traveling struck a rock beneath the surface of the
water at a high rate of speed, causing the boat to crash into a
nearby pier. Marifel suffered severe injuries to her back and
legs that required multiple surgeries, but her family felt lucky
that she survived, as one of Marifel’s friends died of her
injuries the night of the accident.

8. As Marifel struggled to recover from the accident, she came to
rely upon opiate medications that were initially prescribed to
help manage her pain. As weeks passed, her physical injuries
healed, but she found that the numbing sensation that the
opiates provided helped block the pain associated with the loss
of her friend and memories of the accident. When her physician
refused to refill her prescription, Marifel found contacts through
a mutual friend who could supply the pills for a price. She
found that the pills helped her sleep and gave her a warm
feeling that helped her act like her old self. Whenever the pills
ran out, she found that memories of the accident grew worse and
popped into her head when she had quiet moments to herself.
She has had some thoughts of hurting herself when she
questions why her friend died while she survived, but with the
relief of the pills, she has been able to push those thoughts
away.
When she was physically well enough to travel, Marifel’s
grandparents invited her to visit because they were anxious to
see her. To everyone’s shock, she refused to travel to the
Philippines. One of her cousins suggested that it might be
because Marifel could not get enough pain pills to be away that
long. This alarmed Marifel’s parents, who did not know how or
where she was getting the pills. Searching Marifel’s room, they
found plastic baggies tucked in odd places—some empty and
some containing pills. At her parents’ insistence, Marifel agreed
to meet with a counselor to help explore how she was really
handling the accident.

9. Cognitive and Non-Cognitive Development
Cognitive and Non-Cognitive Development
Program Transcript
LISA-MARIE BALD: Cognitive And Noncognitive
Assessments. Effective
Teachers use Assessments to Inform Instruction. Assessments
assist teachers in
designing instruction that meets the diverse needs of learners.
The data collected
paints a profile of the strengths and needs of the students, both
in cognitive and
noncognitive aspects.

10. Cognitive Assessments. Cognitive reading assessments for
grades four through
six, should inform the teacher about language and reading
development. Each
provides A look into the range of development that can occur
during grades four
through six. Reading assessments often focus on fluency,
vocabulary, and
comprehension. Phonemic awareness and phonics are not a focal
point in the
reading instruction during grades four through six. However,
phonics
assessments might be applicable for some students. The phonics
assessments
could assist in preparing word study sessions, especially for
affixes and multi-
syllabic words.
Examples of Cognitive Reading Assessments. There are a
variety of cognitive
reading assessments administered in schools. While there are
commercial
packaged assessments, teachers can also create their own
reading inventories,
specific to individual students. For grades four through six, the
cognitive
assessments will focus on comprehension, vocabulary, and
fluency.
Several examples of cognitive assessments include informal
reading inventory,
words lists, and reading inventories, retelling and
comprehension questions, and
running records. Other options include authentic assessments,
and portfolios.

11. Noncognitive Assessments. Noncognitive assessments are those
dispositions
that are brought by the reader to the text. Afflerbach refers to
these dispositions
as the other aspects of reading. If students are motivated to
read, they tend to be
more engaged with the text. Student self-concept in reading can
affect his or her
efficacy in reading. Do your students perceive they are readers?
If they have not
met with successful reading experiences, their self-concepts can
be negatively
impacted.
Related to self-concept is the reader's attributes about reading.
While a student
might have underdeveloped reading skills, a positive attitude
about reading can
help students persist through challenges in reading. Teachers
can capitalize on
student reading interests. Books that are interesting and
connected to the reader,
reinforce positive experiences with reading. As teachers come
to know their
students' interests, matching books to readers can become a part
of the
instructional planning process.
©2014 Laureate Education, Inc. 1

12. Cognitive and Non-Cognitive Development
Lastly, how our students see the attributes for reading success
can make a
difference in motivation. Teachers should learn about student
perceptions
concerning these attributes of success in order to plan for
positive interactions
with reading instruction. You can make the difference by
knowing your students,
by knowing where they are developmentally, and knowing them
as unique
individuals. You can create positive literacy experiences by
using assessments,
both cognitive and non-cognitive, to inform and direct your
instruction.
Cognitive and Non-Cognitive Development
Additional Content Attribution
Music:

13. Creative Support Services
Los Angeles, CA
Dimension Sound Effects Library
Newnan, GA
Narrator Tracks Music Library
Stevens Point, WI
Signature Music, Inc
Chesterton, IN
Studio Cutz Music Library
Carrollton, TX
©2014 Laureate Education, Inc. 2
Student C: Student Literacy Profile: Transitional Stage
Jamie is a fourth grade student in an urban community. She
enjoys reading books,
being with her friends, and playing sports. Although Jamie
stated that reading is a
favorite pastime, she demonstrated several reading behaviors
that suggest that there
are particular areas of reading that would benefit from more
support. For instance, the
results from several of the cognitive reading assessments
identify that Jamie struggles
with reading with fluency. In the transitional reading stage,
students can recognize many
sight words. Her word retrieval skills need further development

14. to ensure that she can
automatically recognize words. During the oral reading fluency
assessment, Jamie read
with general ease, demonstrating both accuracy and
automaticity. However, Jamie is a
slow decoder, which might affect her silent reading abilities and
consequently her
comprehension. To develop Jamie’s decoding skills, one
instructional consideration is to
implement word sorts that support syllabic analysis. Because
she is reading chapter
books, Jamie is encountering multi-syllabic words.
Additionally, Jamie’s comprehension
assessments demonstrate that she needs to continue to build a
working vocabulary.
Jamie was able to discuss the reading selection and answer a
variety of questions. Yet,
several responses required her to return to the text. Within one
passage, she asked for
the meaning of three words. When encouraged to use the
context of the passage, she
hesitated before responding. An instruction consideration is
conducting Semantic
Feature Analysis (SFA) sessions. SFA compares words
specifically analyzing attributes
amongst the words. By developing her fluency skills, Jamie’s
comprehension abilities
will continue to grow.
Jamie was very eager to speak about her reading abilities and
interests. A non-cognitive
assessment, an Interest Reading Inventory, was administered.
Jamie easily spoke
about her interests in reading about animals and adventure
stories. She reported that
adventure stories allowed her to become different characters or

15. to go to different places.
Jamie shared that her family likes to visit historical landmarks.
Although Jamie stated
that the Magic Tree House books had been her favorites, she
realized she was too old
now to read them. Her expression showed a reminiscing smirk,
but she quickly returned
to the conversation. She shared that she is enjoying the 39 Clues
series. In addition,
Jamie addressed that although she likes to read, she often finds
she reads slower
compared to other children. She said this bothered her because
she would like to read
fast like other students. When asked if she enjoys book club
format, she smiled and
nodded her head. She shared that sometimes the teacher will ask
difficult questions.
Then she quickly added that the teacher would let them look
back in the book for help.
Lastly, when Jamie was asked about reading nonfiction texts,
she bunched up her nose
and shook her head no. Even though she enjoys history and
animals, she shared that
science topics can be boring, and she becomes lost in her
textbooks. Jamie would
benefit from direct instruction of content area texts. This
instruction would include
surveying the chapter, looking at the various headings, and
engaging in explicit
vocabulary instruction. Overall, Jamie appears to be a confident
reader who enjoys
reading.
© 2014 Laureate Education, Inc. Page 1 of 1
Student C: Student Literacy Profile: Transitional Stage

16. Reading and Literacy Growth, Grades 4–6
Assignment: Comparing Literacy Learners
Write 150-300 words a brief description of the literacy profile
of the literacy (student C student Literacy Profile Transitional
Stage) learner you were, assigned. Include the following below:
Using APA style and reference. (Follow instructions below)
1. Read & Discuss Literacy profile: Student C- Student Literacy
Profile Transitional Stage. Brief description.
2. In your description, include any information pertinent to the
literacy learner’s receptive language skills (reading and
listening).
3. Then, explain the types of cognitive and noncognitive
assessments you might use to learn more about the student as a
literacy learner and to target your instruction.
Helpful Reference:
Laureate Education (Producer). (2014c). Cognitive and
noncognitive assessments [Multimedia file].Baltimore, MD:
Author.
Laureate Education, Inc. (Producer). (2014h). The developing
reader: The transitional, intermediate and advanced reading
stages [Multimedia file]. Baltimore, MD: Author
Henk, W. A., & Melnick, S. A. (1995). The Reader Self-
Perception Scale (RSPS): A new tool for measuring how
children feel about themselves as readers. The Reading Teacher,
48(6), 470–482
Afflerbach, P. (2012). Understanding and using reading
assessment K–12 (2nd ed.). Newark, DE: International Reading
Association.
Chapter 8, “Assessing ‘the Other’: Important Noncognitive
Aspects of Reading” (pp. 171–189)