STAGES OF READING DEVELOPMENT

1. 1
1
STAGES of READING
STAGES of READING
DEVELOPMENT
DEVELOPMENT
The Major Qualitative
The Major Qualitative
Characteristics and How They Are
Characteristics and How They Are
Acquired
Acquired

2. 2
2
Stage 0:
Stage 0:
“Pseudo Reading”
“Pseudo Reading”
Preschool
Preschool
(ages 6 months to 6 years)
(ages 6 months to 6 years)

3. Stage 0: Pre-reading Stage:
Stage 0: Pre-reading Stage:
 Unsystematic accumulation of understandings about
Unsystematic accumulation of understandings about
reading between pre-school and kindergarten.
reading between pre-school and kindergarten.
Stage 1:Initial Reading or Decoding Stage (grades 1-2;
Stage 1:Initial Reading or Decoding Stage (grades 1-2;
Ages 6-7 )
Ages 6-7 )
 Student's central task is learning arbitrary letters and
Student's central task is learning arbitrary letters and
associating them with corresponding parts of spoken
associating them with corresponding parts of spoken
words. Learner acquires knowledge about reading.
words. Learner acquires knowledge about reading.
Phonics.
Phonics.
3
3

4. Stage 2: Confirmation, Fluency, Ungluing from Print,
Stage 2: Confirmation, Fluency, Ungluing from Print,
Automaticity Stage (grades 2-3; Ages 7-8)
Automaticity Stage (grades 2-3; Ages 7-8)
 Consolidation of what was learned in Stage 1. Requires
Consolidation of what was learned in Stage 1. Requires
reading many easy and familiar books for developmental
reading many easy and familiar books for developmental
reading. Gradual increase in functional and recreational
reading. Gradual increase in functional and recreational
reading. Common use of the basal readers. Functional
reading. Common use of the basal readers. Functional
reading is important - content area texts. Range of
reading is important - content area texts. Range of
possible recreational reading increas
possible recreational reading increases.
es.
4
4

5. Stage 3: Reading for Learning the New Stage: A First Step
Stage 3: Reading for Learning the New Stage: A First Step
(Grades 4-8; ages 9-13)
(Grades 4-8; ages 9-13)
 Readers need to bring prior knowledge to their reading.
Readers need to bring prior knowledge to their reading.
Children acquire facts.
Children acquire facts.
Stage 4: Multiple Viewpoints Stage: (High School; Ages
Stage 4: Multiple Viewpoints Stage: (High School; Ages
14-18)
14-18)
 Should include instruction in reading/study skills and
Should include instruction in reading/study skills and
reading strategies for success.
reading strategies for success.
Stage 5:Construction & Reconstruction Stage: College;
Stage 5:Construction & Reconstruction Stage: College;
Ages 18 & beyond)
Ages 18 & beyond)
 Adult literacy should stress acquisition of skills useful to
Adult literacy should stress acquisition of skills useful to
the participants and the ability to apply those skills.
the participants and the ability to apply those skills.
5
5

6. 6
6
Stage 0
Stage 0
 Major Qualitative
Major Qualitative
Characteristics
Characteristics
and Masteries by
and Masteries by
End of Stage
End of Stage
 Pretend reading
Pretend reading
 Retells story from
Retells story from
pictures
pictures
 Names alphabet
Names alphabet
letters
letters
 Prints own name
Prints own name
 Plays with books,
Plays with books,
pencils, paper
pencils, paper

7. 7
7
Stage 0
Stage 0
•
• How it’s
How it’s
Acquired
Acquired
 Being read to by
Being read to by
someone who
someone who
responds to child’s
responds to child’s
interest
interest
 Being provided with
Being provided with
books, paper, pencils,
books, paper, pencils,
letters, time
letters, time

8. 8
8
Stage 0
Stage 0
•
•Relationship
Relationship
of Reading
of Reading
to Listening
to Listening
 Most can understand
Most can understand
children’s picture
children’s picture
books and stories
books and stories
read to them
read to them
 Can understand
Can understand
thousands of the
thousands of the
words they hear by
words they hear by
age 6, but can read
age 6, but can read
few if any of them
few if any of them

9. 9
9
Stage 1:
Stage 1:
Initial reading and
Initial reading and
decoding
decoding
Grade 1 and beginning Grade 2
Grade 1 and beginning Grade 2
(ages 6 and 7)
(ages 6 and 7)

10. 10
10
Stage 1
Stage 1
 Major
Major
Qualitative
Qualitative
Characteristics
Characteristics
and Masteries
and Masteries
by End of
by End of
Stage
Stage
 Learns relation between
Learns relation between
letters and sounds and
letters and sounds and
between printed and
between printed and
spoken words
spoken words
 Able to read simple text
Able to read simple text
containing high-frequency
containing high-frequency
words and phonically
words and phonically
regular words
regular words
 Sounds out new one-
Sounds out new one-
syllable words
syllable words

11. 11
11
Stage 1
Stage 1
•
•How it’s
How it’s
acquired
acquired
 Direct instruction and
Direct instruction and
practice in letter-sound
practice in letter-sound
relationships
relationships
 Reading of simple stories
Reading of simple stories
using simple phonic
using simple phonic
patterns and high
patterns and high
frequency words
frequency words
 Being read to at a higher
Being read to at a higher
level to develop
level to develop
advanced language
advanced language
patterns, new words, and
patterns, new words, and
ideas
ideas

12. 12
12
Stage 1
Stage 1
•
•Relationship of
Relationship of
Reading to
Reading to
Listening
Listening
 Child’s reading level
Child’s reading level
is much below the
is much below the
language that is
language that is
understood when
understood when
heard
heard
 At end of stage, most
At end of stage, most
children understand
children understand
6,000 or more words
6,000 or more words
but can read only
but can read only
about 600.
about 600.

13. 13
13
Stage 2:
Stage 2:
Confirmation and
Confirmation and
Fluency
Fluency
Grades 2 and 3
Grades 2 and 3
(ages 7 and 8)
(ages 7 and 8)

14. 14
14
Stage 2
Stage 2
 Major Qualitative
Major Qualitative
Characteristics
Characteristics
and Masteries by
and Masteries by
End of Stage
End of Stage
 Reads simple stories
Reads simple stories
with increasing
with increasing
fluency
fluency
 Learns to consolidate
Learns to consolidate
decoding, sight
decoding, sight
vocabulary, &
vocabulary, &
meaning context to
meaning context to
read stories and
read stories and
selections
selections

15. 15
15
Stage 2
Stage 2
 How it’s
How it’s
acquired
acquired
 Direct instruction in
Direct instruction in
advanced decoding
advanced decoding
skills
skills
 Wide reading w/
Wide reading w/
instructional and
instructional and
independent materials
independent materials
 Being read to at
Being read to at
levels above their
levels above their
own to develop
own to develop
language, vocabulary
language, vocabulary
and concepts
and concepts

16. 16
16
Stage 2
Stage 2
 Relationship of
Relationship of
Reading to
Reading to
Listening
Listening
 About 3,000 words
About 3,000 words
can be read
can be read
 9,000 or more words
9,000 or more words
in listening vocabulary
in listening vocabulary
 Listening is still more
Listening is still more
effective than reading
effective than reading

17. 17
17
Stage 3:
Stage 3:
Reading for Learning the
Reading for Learning the
New
New
Grades 4-8
Grades 4-8
(ages 9-13)
(ages 9-13)

18. 18
18
Stage 3:
Stage 3:
Phase A & B
Phase A & B
A. Intermediate, grades 4-6
A. Intermediate, grades 4-6
B. Junior high school, grades 7-9
B. Junior high school, grades 7-9

19. 19
19
Stage 3
Stage 3
 Major
Major
Qualitative
Qualitative
Characteristics
Characteristics
and Masteries
and Masteries
by End of
by End of
Stage
Stage
 For the first time, may be
For the first time, may be
responsible for reading
responsible for reading
independently to
independently to
-learn new ideas,
-learn new ideas,
-gain new knowledge,
-gain new knowledge,
-experience new feelings
-experience new feelings
and attitudes
and attitudes
 Generally from one
Generally from one
viewpoint
viewpoint

20. 20
20
Stage 3
Stage 3
 How it’s
How it’s
Acquired
Acquired
 Reading/studying
Reading/studying
textbooks, reference
textbooks, reference
works, trade books,
works, trade books,
newspapers, magazines
newspapers, magazines
 Being exposed to
Being exposed to
unfamiliar vocabulary and
unfamiliar vocabulary and
syntax
syntax
 Systematic study of
Systematic study of
words
words
 Reacting to text through
Reacting to text through
discussions and writing
discussions and writing
 Reading of more complex
Reading of more complex
fiction, non-fiction, etc.
fiction, non-fiction, etc.

21. 21
21
Stage 3
Stage 3
 Relationship of
Relationship of
Reading to
Reading to
Listening
Listening
 At beginning, listening
At beginning, listening
comprehension is still
comprehension is still
more effective than
more effective than
reading
reading
 By the end, reading
By the end, reading
and listening are
and listening are
about equal
about equal
 For good readers,
For good readers,
reading is more
reading is more
efficient
efficient

22. 22
22
Stage 4:
Stage 4:
Multiple Viewpoints
Multiple Viewpoints
High school, grades 10-12
High school, grades 10-12
(ages 15-17)
(ages 15-17)

23. 23
23
Stage 4
Stage 4
 Major
Major
Qualitative
Qualitative
Characteristics
Characteristics
and Masteries
and Masteries
by End of
by End of
Stage
Stage
 Reading widely from
Reading widely from
a broad range of
a broad range of
complex materials--
complex materials--
expository and
expository and
narrative
narrative
 Able to deal with
Able to deal with
multiple viewpoints
multiple viewpoints

24. 24
24
Stage 4
Stage 4
How it’s
How it’s
Acquired
Acquired
 Wide reading and study
Wide reading and study
of science and
of science and
humanities as well as
humanities as well as
newspapers and
newspapers and
magazines
magazines
 Systematic study of
Systematic study of
words and word parts
words and word parts
 Formal and creative
Formal and creative
writing
writing

25. 25
25
Stage 4
Stage 4
 Relationship of
Relationship of
Reading to
Reading to
Listening
Listening
 Reading
Reading
comprehension is
comprehension is
better than listening
better than listening
comprehension of
comprehension of
difficult material
difficult material
 For poorer readers,
For poorer readers,
listening
listening
comprehension may
comprehension may
be equal to reading
be equal to reading

26. 26
26
Stage 5:
Stage 5:
Construction and
Construction and
Reconstruction
Reconstruction
College and beyond
College and beyond
(age 18+)
(age 18+)

27. 27
27
Stage 5
Stage 5
 Major
Major
Qualitative
Qualitative
Characteristics
Characteristics
and Masteries
and Masteries
by End of
by End of
Stage
Stage
 Reading is used for
Reading is used for
one’s own needs and
one’s own needs and
purposes
purposes
 Serves to integrate
Serves to integrate
one’s knowledge with
one’s knowledge with
that of others to
that of others to
synthesize and create
synthesize and create
new knowledge
new knowledge
 It is rapid and efficient
It is rapid and efficient

28. 28
28
Stage 5
Stage 5
How it’s
How it’s
Acquired
Acquired
 Wide reading of ever
Wide reading of ever
more difficult
more difficult
materials
materials
 Writing papers, tests,
Writing papers, tests,
essays that call for
essays that call for
integration of varied
integration of varied
knowledge and points
knowledge and points
of view
of view

29. 29
29
Stage 5
Stage 5
Relationship
Relationship
of Reading to
of Reading to
Listening
Listening
 Reading is more
Reading is more
efficient than listening
efficient than listening

30. 30
30
Implications:
Implications:
 Stage 3 is necessary for the industrial workplace
Stage 3 is necessary for the industrial workplace
 Stage 4 is an absolute for the informational age
Stage 4 is an absolute for the informational age
 Many readers never get beyond Stage 3 and
Many readers never get beyond Stage 3 and
most reading instruction ends before students
most reading instruction ends before students
are adept at Stage 3 skills
are adept at Stage 3 skills
 Most remediation is done in Stage 1 and Stage 2
Most remediation is done in Stage 1 and Stage 2
as well as Stage 3A
as well as Stage 3A
 However, Stage 3A depends so heavily on
However, Stage 3A depends so heavily on
adequate Stage 1 & 2 skills that decoding and
adequate Stage 1 & 2 skills that decoding and
fluency may be more important for older
fluency may be more important for older
students whose comprehension seems low
students whose comprehension seems low