Reading development stages

Stages of Reading
Muhammad Yusuf
m.yusuf.edu@gmail.com

Opening
Reading is ………………………
Activity 1: Think-Pair-Share

Reading is….
"Reading" is the process of looking at a series of written
symbols and getting meaning from them. When we read,
we use our eyes to receive written symbols (letters,
punctuation marks and spaces) and we use our brain to
convert them into words, sentences and paragraphs that
communicate something to us.

Adapted from SEDL Cognitive
Framework for Reading

Activity 1: Task 1: Read the given group of
characteristic of the learner in given
worksheet and arrange them according to
their stages of reading process

(Pre-Reading/Pre-School)
• Children pretend to read, turn pages of books and repeat what they
have previously had read to them.
• Plays with books, Pencils and paper
• Gains control of oral language
• Rely on images to determine what the text is saying
• Names letters of alphabet
• Phonemic awareness
• Child can only link words to one phoneme
• Realize words are made up of sounds
• Recognizes some signs; prints own name;
• Increasing Letter-sound Knowledge Listening far exceeds reading
comprehension
• Functions of written language,
• Recognizes rhyme

• Child is more comfortable with the alphabet
• Become aware of vowels and vowel sounds.
• Child learns relation between letters and sounds and between printed and
spoken words
• Realize letter combinations represent sounds.
• Can combine graphemes to make longer phonemes E.g. ‘th’
• Increasing letter-pattern knowledge and phonemic awareness
• Uses skill and insight to “sound out” new one syllable words
• Child is able to read simple text containing high frequency words and
phonically regular words
• Grows aware of sound/symbol relationships; focuses on printed symbols;
attempts to break code of print; uses decoding to figure out words
Emergent Reader

Early Reader (Initial reading Decoding)
• Knows a stock of sight words
• Recognize a string of graphemes without having to decode them
• Greater phonological awareness – recognize more sound patterns
• Consolidation and use of larger letter patterns
• Automatic word recognition
• Analogy – compare and apply patterns and rules.
• A child can automatically decode words.
• Develops fluency in reading
• Child reads simple, familiar stories and selections with increasing fluency.
• Checks for meaning and sense
• High levels of comprehension and reading
• Can control pace and are comfortable with reading situations

Transitional reader (confirmation Fluency)
• Learn to read narrative texts
• Reading is used to learn new ideas, to gain new knowledge, to experience new
feelings, to learn new attitudes, generally from one viewpoint.
• Able to bring previous experiences and knowledge to the reading
• Uses reading as a tool for learning; applies reading strategies; expands reading
vocabulary; comprehends from a singular point of view
• Learn facts from a singular view point
• Routine use of comprehension strategies in Reading; increasing vocabulary and
background knowledge acquired through reading
• Reading to learn and acquire new knowledge
• They need direct reconstruction

Self-extending Reader (Reading for Meaning)

Advanced Reader (Reading for Content Knowledge)
• Reading is used for one’s own needs and purposes (professional and
personal)
• Can form their own opinions and ideas from what they read
• Ability to criticize and question texts
• Develops a well-rounded view of the world through reading
• Aware of relevant and irrelevant information
• Read in detail and completeness to fulfill purpose (education)
• More interest shown = more info that is remembered

Emergent reader
Early Reader
(Initial reading
Decoding)
Transitional
reader
(confirmation
Fluency)
Self-extending
Reader
(Reading for
Meaning)
Advanced reader
(Reading for content
knowledge
Stages of the Reading Process
Learning to Read
Reading to learn
Pre
Reader/Pre-
school

S. No. Stage
Consolidation (Reading Characteristics ) from International
Literature
Learning outcome (Reading) National Curriculum 2006 Urdu and
Sindhi 2009, (1-6 ECE Curriculum 2007 Page 18-24),
Reference from National
Curriculum
1
PreReaderPre-school
1. Plays with books, pencils and paper 1. Enjoy looking through books.
ECE Curriculum 2007
Page 18-24)
2. Children pretend to read, turn pages of books and
repeat what they have previously had read to them.
2. Hold, open and turn pages of a book with care.
2. Repeat simple repetitive sequences in traditional and
popular children's stories.
3. Rely on images to determine what the text is saying 3. Tell a simple story by looking at pictures.
4. Names letters of alphabet
4. Begin to recognize letters of the Alphabet
4. Be able to identify Alphabets (Urdu and Sindh
Curriculum 2006)
5.Recognizes some signs; prints own name 5. Recognize their names in print
6.Recognizes rhyme 6. Appreciate the concept of word rhythms and syllables
7. Child can only link words to one phoneme
7. Associate initial letter sounds with names of objects in
their classroom environment.
• Gains control of oral language
• Phonemic awareness
• Realize words are made up of sounds
• Increasing letter-sound knowledge listening far exceeds
reading comprehension
• Functions of written language,
•Retell a favourite story in correct sequence.
• Differentiate between the parts of a book
• Know that some books tell stories and others give
information
• Know that English is read from left to right and top to
bottom
• Understand that words and pictures carry meaning
• Identify and name the characters in a story
• Identify sight words that are meaningful for them
• Identify letter sounds through words that have personal
meaning for them.
• Think of a variety of objects beginning with a single
letter of the Alphabet.
ECE Curriculum 2007
Page 18-24)

S.
No
Stage
Consolidation (Reading Characteristics ) from
International Literature
Learning outcome (Reading) National Curriculum 2006
Urdu and Sindh 2009, (1-6 ECE Curriculum 2007 Page 18-
24),
Reference from
National
Curriculum
2
EmergentReader
1. Child is more comfortable with the alphabet 1. Be able to recognize letters of the Alphabet
Learning out
come Grade 1
National
Curriculum(Urdu
(2006) sindhi
(2009) Page 17-
18 Urdu, 13-14
Sindhi.
2. Become aware of vowels and vowel sounds.
2. Be able to read consonants and vowels alphabets
sounds.
3. Child learns relation between letters and sounds
and between printed and spoken words
3. To get fimilar with relationship with human sounds
[spoken] words and alphabet.
5. Realize letter combinations represent sounds.
6. Can combine graphemes to make longer phonemes
E.g. ‘th’
7. Increasing letter-pattern knowledge and phonemic
awareness
8. Grows aware of sound/symbol relationships; focuses
on printed symbols; attempts to break code of print;
uses decoding to figure out words
4.Be able to combine alphabet to make syllable and
combine syllable to make words and read them
9. Child is able to read simple text containing high
frequency words and phonically regular words
5. Be able to read simple sentences and comprehend
them.
• Uses skill and insight to “sound out” new one
syllable words

S.
No.
Stage
Literature
Learning outcome (Reading) National Curriculum 2006 Urdu and Sindh 2009,
(1-6 ECE Curriculum 2007 Page 18-24),
Curriculum
3
EarlyReader(InitialReadingDecoding)
1. Knows a stock of sight words
1 .Be able to combine alphabet to make syllable and combine syllable to make
words and read them.
Learning outcome Grade 1
National Curriculum(Urdu
(2006) Sindhi (2009) Page
17-18 Urdu, 13-14 Sindhi
2. Recognize a string of graphemes without having to
decode them
3. Greater phonological awareness – recognize more sound
patterns
4. Consolidation and use of larger letter patterns
5. Automatic word recognition
6. Analogy – compare and apply patterns and rules.
7. A child can automatically decode words.
8. Child reads simple, familiar stories and selections with
increasing fluency.
2. Be able to read stories, dialogues and drama with related to their elements.
(If teachers feel that the text is match with children conginative stage he could
use simple study method.
Learning outcome Grade 2,
17-18 Urdu, 13-14 Sindhi.9 Checks for meaning and sense
3. Be able read simple text (prose & poem) with correct pronunciation and
comprehend
10. Develops fluency in reading
4. Be able to read prose and poem with pronunciation, rhythm, expression
and fluency
17-18 Urdu, 13-14 Sindhi.
5. Be able to read any message, short text and symble with fluency.
Learning outcome Grade 2,
11. High levels of comprehension and reading
12. Can control pace and are comfortable with reading
situations
6. Be able differenciate with poem and prose Learning outcome Grade 2,
(2006) sindhi (2009) Page
7. Enjoy with poem and prose related with nature.

S.
No.
Stage
Literature
Learning outcome (Reading) National Curriculum
2006 Urdu and Sindh 2009, (1-6 ECE Curriculum
2007 Page 18-24),
Curriculum
4
TransitionalReader(ConfirmationFluency)
1. Learn to read narrative texts
1. Be able to read text (Prose and Poem)
consisting simple and compound sentences with
comprehension
National Curriculum(Urdu (2006)
Sindhi (2009) Page 17-18 Urdu, 13-
14 Sindhi.
2. Routine use of comprehension strategies in Reading;
increasing vocabulary and background knowledge acquired
through reading
3. Learn facts from a singular view point 2. Able to read short text based on literacy
14 Sindhi.
4. Reading is used to learn new ideas, to gain new knowledge,
to experience new feelings, to learn new attitudes, generally
from one viewpoint. 3 Able to derive central idea, elements and result
from stories and poem
14 Sindhi.
5. Uses reading as a tool for learning; applies reading strategies;
expands reading vocabulary; comprehends from a singular
point of view
4. Enjoy with text related with natural topics
14 Sindhi.
6. Able to bring previous experiences and knowledge to the
reading
7. Reading to learn and acquire new knowledge
8. They need direct reconstruction

S.
No
Stage
Learning outcome (Reading) National
Curriculum 2006 Urdu and Sindh 2009, (1-6
ECE Curriculum 2007 Page 18-24),
Reference from
National Curriculum
5
Self-extendingReader(ReadingforMeaning)
1. Able to deal with complex texts
1. Be able to read text (Prose and Poem)
consisting simple and compound sentences
with comprehension
Learning outcome (
Grade 4) National
Curriculum(Urdu
(2006) Sindhi (2009)
Page 17-18 Urdu,
13-14 Sindhi.
2. Reading widely from a broad range of
complex materials, both expository and
narrative, with a variety of viewpoints
2. Be able read text on general knowledge
and natural topics with comprehension
3. Begin reading and dealing with multiple view
points
3. Able to derive central idea, elements and
result from stories and poem
4. Able to deal with layers of facts and able to
edit them
5. Analyze and react critically to different view
points
6. Reconciling different views
7. Increasing higher-order comprehension
abilities; reading comprehension equals or
sometimes even exceeds listening
comprehension

S.
No.
Stage
Learning outcome (Reading) National Curriculum 2006 Urdu and
Sindh 2009, (1-6 ECE Curriculum 2007 Page 18-24),
Reference from
National Curriculum
6
AdvancedReader(ReadingforContentKnowledge)
1. Reading is used for one’s own needs and purposes
(professional and personal) 1. Be able to read jokes and riddles with their hidden meaning
and wisdom.
Learning outcome (
Grade 5) National
Curriculum(Urdu
(2006) Sindhi (2009)
Page 17-18 Urdu, 13-
14 Sindhi.
2. Can form their own opinions and ideas from what
they read
2. Be read text with punctuation, stress and specific accent.
3. Be able to read children pages in newspaper, essay on
magazine with author object and will and results.
3. Reading is used for one’s own needs and purposes
(professional and personal)
4. Can form their own opinions and ideas from what
they read
5. Ability to criticize and question texts
6. Develops a well-rounded view of the world through
reading
7. Aware of relevant and irrelevant information
8. Read in detail and completeness to fulfill purpose
(education)
8. More interest shown = more info that is remembered

Reading development stages

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