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Emergent reader
The document outlines 5 stages of literacy development: 1. Emergent readers (ages 2-7) begin to understand concepts of print and make connections between words and meanings. 2. Early readers (ages 5-7) rely more on text and develop word recognition strategies. 3. Transitional readers (ages 5-7) can read phrases fluently and use multiple reading strategies. 4. Self-extending readers (ages 6-9) read independently and for different purposes across genres. 5. Advanced readers (over age 9) read fluently, comprehend various texts, and connect readings to themselves and the world.
Emergent reader
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- 2. ∞ pertains tobe the first stage in a child’s growth toward literacy ∞ relates to the beginning experiences or the child’s first experiences with print in the home and continues through early years of formal schooling
- 3. ∞ according toHarris and Hodges (1981) refer to this period of acquiring the specific skills and abilities that allow reading to take place as preparedness or reading readiness ∞ significantly determined by a complex pattern of intellectual, motivational, maturational and experiential factors
- 4. Marie Clay (1991)and Fountas and Pinnell (2001) have noted five main stages of literacy development.
- 5. Stage 1: EmergentReaders • Ranges from 2 to 7 years old • Begin to familiarize with the concepts of print to • directionality, • One-to-one correspondence between spoken and written • Value of picture clues to the meaning of story • Develop an understanding that printed word carries main meaning of a story • Begin to make text-to-world connections
- 6. Stage 2: EarlyReaders • between ages of 5 to 7 • rely more heavily on the printed text than on the pictures on a book • begin to develop word recognition strategies • begins to develop a data bank of sight words that allows them to read with increased speed as they are read more often • a teacher may have a class containing both emergent and early readers
- 7. Stage 3: TransitionalReaders • range from 5 to 7 years • able to read in meaningful phrases with comfortable pace and appropriate voice intonation • able to enumerate the four cueing systems into their reading with little disruption to meaning and flow • able to read more lengthy texts with a little reliance on pictures for text meaning
- 8. Stage 4: Self-ExtendingReaders • range in age 6 to 9 years of age • readers progress into reading independence in the fourth developmental stage • often read variety of textual genres and use reading as a tool for gaining new knowledge • able to read more complex texts and begin to read for a variety of purposes
- 9. Stage 5: AdvancedReaders • these readers who have attained a level of mastery with reading; over the age of 9 • become proficient in reading and in comprehending various text sources • they enjoy reading and use reading as means of gaining knowledge • they can also read fluently and can interpret texts • they 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 different texts
- 10. • Beginning reader • Basicconcept of print • Picture- analysis • Sound-letter recognition • Word recognition strategies • Sight words • Print reading • Gradual speed in reading • Mastery in reading • Proficient comprehension • Reading for information • Reading for pleasure • Inferential reading • Interpretive reading • Internalized reading strategies Emergent Reader Early Reader Transitional Reader Self-Extending Reader Advanced Reader • Towards fluent reading • Reading of length texts • Little reliance in factors • Independent reading • Reading various texts • Reading for information
- 11. Perceptual Factors Oral Language Factors Cognitive Factors Affective Factors Home Environment Factors •Developed sensory skills and visual and auditory discrimination • Left to right eye progression • Stimulated awareness and manipulation of objects/toys • Emulates reading behavior • Has a great deal of oral language • Has well- developed oral language skills • Uses descriptive language • Conscious understanding about language • Has emerging ability to think • Uses trial and error to discover new things • Expanding memory • Imaginative or creative • Shows strong involvement in being read to • Has great deal of time and interest in reading • Can retell stories actively • Has access to print materials • Has parents who are habitual readers themselves • Has social interaction with parents and peers • Has pleasant environment for reading
- 13. Cooper and Kiger(2001) identified five stages of early literacy learning which involve oral language, reading, and writing skills of children. These stages involve the following: •Early emergent literacy stage •Emergent literacy stage •Beginning reading and writing stage •Almost Fluent reading and writing stage •Fluent reading and writing stage
- 14. Stages of Literacy Oral languageReading Writing Early Emergent Literacy • Read aloud • Story Telling • Make-up Stories • Verbal Requests • Oral directions • Inquiries • Word-play • Beginning concept of print • Labelling • Naming • Picture reading • Literature enjoyment • Scribbling • Drawing • Markings on paper • Letter-like shapes • Writing attempts
- 15. Stages of Literacy Oral languageReading Writing Emergent Literacy • Growing oral language facility • Oral language of story read • Pleasure in oral language • Acquired concept of print • Recognition of environmental print • Letter-sound recognition • Word recognition • Meaning construction • Spelling and writing conventions • Familiarity with writing process • Meaning construction
- 16. Stages of Literacy Oral languageReading Writing Beginning Reading and Writing • Self-corrected speech • Increased oral language vocabulary • Pleasure in words • Additional recognition skills strategies • Meaning construction • Varied writing behaviour • Growing use of mechanism and convention • Employed writing process
- 17. Stages of Literacy Oral languageReading Writing Almost Fluent Reading and Writing • Moving towards language fluency • Increased pleasure in language use • Regular use of word recognition skills and strategies • Growing meaning construction • Varied reading purposes • Varied writing purposes • Pleasure in writing
- 18. Stages of Literacy Oral languageReading Writing Fluent Reading And Writing • Increased vocabulary • Appreciation to importance of speech • Capable decoder with comprehension skills • Critical reading • Varied reading strategies • Perceived self as competent reader • Purposeful writing • Pleasure writing • Persuasive writing • Self-editing • Peer-editing • Perceived self as a competent writer
- 19. • Parents • Siblings •Teachers • Other literate adults Gradual Independence • Parents • Teachers • Other literate adults Increasing Independence • Parents • Teachers • Peers Towards Independent Writing • Teachers and learner Totally Independent Reading • learner Reading Independence Of A Learner
- 20. • Parents • Siblings •Teachers • Other literate adults Gradual Independence • Parents • Teachers • Other literate adults Increasing Independence • Parents • Teacher • Peers Towards Independent Writing • Teacher and self Totally Independent Reading • learner Writing Independence Of A Learner