Stages of Reading Development

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Reading is Developmental

•Ages and grades given are for normal development.

•We all go through the same stages just at different rates.

• Instruction proceeds at different rates depending on the learner.

• Instruction is similar regardless of the age of the student.

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• Stage 0 - Pseudo Reading (0-6)

• Stage 1 - Decoding (Ages 6-7)

• Stage 2 - Confirmation and Fluency

(Ages 7-8)

• Stage 3 - Reading for Learning the New

(Ages 9-13)

• Stage 4 - Multiple Viewpoints (Ages 14-18)

• Stage 5 - Construction and Reconstruction

(Ages 18 and Above)

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Stages of Reading Development

STAGE 0

•Pseudo-reading or pretend reading

•Begins at or before birth

•Also known as Emergent Reading

•Retelling a story from pictures

•Developing phonemic awareness

•Retelling alphabet letter names

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STAGE 0

•Printing own name

•Playing with books, pencils, paper

•Needs to be read to by someone who responds to child's interest

•Most can understand children's picture books and stories read to them

•Can understand thousands of words they hear by age 6, but can read few if any of them

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STAGE 1

•Able to read simple text containing high-frequency words and phonically regular words

• Learns relationship between letters and sounds and between printed and spoken words

• Sounds out new one-syllable words

•Needs direct instruction and practice in letter-sound relationships

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STAGE 1

• Needs to read simple stories using simple phonic patterns and high frequency words

• Needs to be read to at a higher level to develop advanced language patterns, new words, and ideas

• The child's actual reading level is much below the language that is understood when heard

• At the end of this stage, most children understand 6,000 or more words but can read only about 600 7

STAGE 2

•Ages 7-8

•Confirmation of what is already known (mastery), not to learn new information

•Reading simple stories with increasing fluency and speed

•Ungluing from print

•Gaining courage and skill in using context and guessing 8

STAGE 2

•Learning to consolidate decoding, sight vocabulary, & meaning context to read stories and selections

•Needs to be read to at levels above their own to develop language, vocabulary and concepts

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STAGE 2

•Needs direct instruction in advanced decoding skills

•About 3,000 words can be read

•9,000 or more words in listening vocabulary

•Listening is still more effective than reading

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STAGE 3

•Reading for learning the new

•Ages 9-13

•Concerned more with relating print to ideas and mastering those

•Reading can finally become a better means of learning new things compared to listening and watching

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STAGE 3

•May be responsible for reading independently to: learn new ideas, gain new knowledge, experience new feelings and attitudes

•Generally from one viewpoint but grows in the ability to analyze what is read and to react critically to different viewpoints

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STAGE 3

•Will be reading/studying textbooks, reference books, trade books, newspapers, magazines

•Being exposed to unfamiliar vocabulary and syntax

• Systematic study of words/morphology is important for vocabulary growth

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STAGE 3

• Text structure must be addressed

•Graphic organizers should be taught

•Reacting to text through discussions and writing

•Reading of more complex fiction, non-fiction, etc.

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STAGE 4

•Reading widely from a broad range of complex materials - expository and narrative

•Ability to deal with multiple viewpoints

•Recognizing patterns from different ideas and points of view

•Builds upon knowledge learned earlier

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STAGE 4

• Systematic study of words and word parts

• Formal and creative writing

•Reading comprehension is better than listening comprehension of difficult material

• For poorer readers listening comprehension may be equal to reading

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STAGE 5

•Reading is used for one's own needs and purposes

• Serves to integrate one's knowledge with that of others to synthesize and create new knowledge

•Using analysis, evaluation, and synthesis of what is read and known

•Rapid and efficient due to previous knowledge

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STAGE 5

•Wide reading of more difficult materials

•Needs to be writing papers, tests, essays that call for integration of varied knowledge and points of view

•Reading is more efficient than listening

• If texts and ideas are unfamiliar, a slower study-type pace is needed 18

Implications:

• Stage 3 is necessary for the industrial workplace

• Stage 4 is an absolute for the informational age

•Many readers never get beyond Stage 3 and most reading instruction ends before students are adept at Stage 3 skills

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Implications:

•Most remediation is done in Stage 1 and Stage 2 as well as Stage 3A

•However, Stage 3A depends so heavily on adequate Stage 1 & 2 skills that decoding and fluency may be more important for older students whose comprehension seems low

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