3. 1.Emergent (pre) Readers (last until the end of
nursery /middle of kindergarten)
Before being aware of printed letters/words
Began to be exposed to nursery rhymes
Notice similarities or differences in sounds
Read pictures by describing and telling what they
see
Pretend to read, retell stories
4. 2. Early Readers (last till end of
kindergarten/mid Grade 1)
Realize that letters represent sound
Notice that combinations of letters produce
different sounds
Memorize orthography (spelling)
Read sight words and phonetically regular words
Still enjoys stories read to them
5. 3. Progressive Readers (last until the end of
Grade 2)
At the beginning stage of becoming fluent
Becoming more efficient at sounding out words
Becoming increasingly automatic at decoding
Learns how to chunk common parts of words
begin to recognize that they are reading for a
purpose
6. 4. Transitional Readers (last until the end of
Grade 3)
They refine and expand their decoding skills
Increased automaticity, rate of reading, vocabulary
knowledge, level of comprehension
Use checking, predicting, confirming, clarifying and
self-correction
Start reading silently
7. 5. Independent Readers (last until the end of
Grade 9)
Comprehending readers
Has shifted from learning how to read to reading to
learn
Access background knowledge to connect with text
Begin to more fully develop their understanding of
implicit meanings
Continue to learn new words that
help with comprehension
8. 6. Advanced Readers
Able to critically analyze the text they read from
different perspectives/viewpoints
Read broad range of styles and topics
Read metaphors and allegories (hidden meanings)
Continue to develop their vocabulary
Use multiple strategies for
comprehension
Read either for knowledge or pleasure
Can synthesize what has been read
(with their own thoughts)
10. 1. Decoding (word recognition) –
print/text to speech (mental speech)
2. Comprehension – understanding what
has been decoded.
3. Phonics – a method of learning to read,
corresponding a letter to its sound.
4. Phoneme – any of the distinct sounds in
a language (e.g. [b] [z] [v]
Allophones – variants (top VS paper)
5. Grapheme – the smallest unit of writing
(more like spelling)
11. 6. Homophones – the same pronunciation
but different spelling
e.g. hour – our, flour – flower
7. Homographs – the same spelling but
different pronunciation
e.g. row – to row the boat
row – a conflict, territorial row
lead – to lead
lead – a type of metal
12. 8. Blending – combining two or more
sounds together (e.g. b + a + t =bat)
9. Segmenting – breaking a word into its
individual constituent
(e.g. bat = [b] [a] [t]) for sound OR
happen = hap – pen for syllable)
13. 10. Vowels – a, e, i, o, u
11. Consonants - b,d, c, k etc.
12. Initial sound (nap) ant
medial sound (ant) tan
final sound (pan)
14. 13. VC
e.g. up, at, is
14. CVC – consonant-vowel-consonant
e.g. cat, fix, cop
15. CV – consonant – vowel
e.g. cow, foe
16. CVCV
e.g. baby, data
15. 17. Dipthong – two sounds combined to
make one syllable
e.g. [aI] lie, my, oil
18. Tripthong – three sounds combined to
make one syllable
e.g. [auə]our, hour, tower, coward, fire
19. Scwha – lazy vowel
e.g. banana, Linda, motion, doctor
ago, about
16. 20. Digraphs – two letters combined to
make one sound
e.g. ship, chip, them, thin, sing
21. Consonant blends
e.g. black, fly, cream
22. Trigraph – three letters: pure, tire
23. Quadraphs – four letters combined to
make a distinct sound
e.g. glorious, nutritious, pious
cough, bough, through (pronunciation)
17. 24. Monosyllabic Words – words composed
of one syllable
e.g. can, sun, pen
25. Polysyllabic Words
e.g. pencil, wonderful
19. 26. Monosyllabic Words – words composed
of one syllable
e.g. can, sun, pen
27. Polysyllabic Words
e.g. pencil, wonderful
20. 28. Sight Words– do not entirely follow the
rules of phonics.
e.g. by, should, talk, psychomotor
27. High Frequency Words – frequently
used in texts
e.g. it, can will, to,
21. Methods of Teaching Phonics
28. Synthetic Phonics – small groups of
letter sounds are introduce to start reading
right away.
/s/ /t/ /o/ /p/
stop, top, pot, sop
22. Methods of Teaching Phonics
29. Analytic Phonics – pupils are taught
letter sound relationships once a word is
identified
/p/
pen, play, put, pig
23. Methods of Teaching Phonics
30. Analogy Phonics – pupils use parts of
written words they already know to
identify new words
tent
rent
sent
bent
24. Three Key Strategies in Teaching Reading
31. Modelled Teaching – the teacher
assumes major responsibility
e.g. Repeat after me (Presentation)
32. Guided Teaching – allows pupils to
assume more control over what they learn.
33. Independent Teaching – when pupils
need minimal support
e.g. exercises/ formative assessment