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

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

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

4 Stage 0 How Acquired How Acquired Being read to by someone who responds to child’s interest Being read to by someone who responds to child’s interest Being provided with books, paper, pencils, letters, time Being provided with books, paper, pencils, letters, time

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

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

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

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

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

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

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

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

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

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

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

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

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

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

19 Stage 4: Multiple Viewpoints High school, grades (ages 15-17)

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

21 Stage 4 How Acquired How Acquired Wide reading and study of science and humanities as well as newspapers and magazines Wide reading and study of science and humanities as well as newspapers and magazines Systematic study of words and word parts Systematic study of words and word parts Formal and creative writing Formal and creative writing

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

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

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

25 Stage 5 How Acquired How Acquired Wide reading of ever more difficult materials Wide reading of ever more difficult materials Writing papers, tests, essays that call for integration of varied knowledge and points of view Writing papers, tests, essays that call for integration of varied knowledge and points of view

26 Stage 5 Relationship of Reading to Listening Relationship of Reading to Listening Reading is more efficient than listening Reading is more efficient than listening

27 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 most reading instruction ends before students are adept at Stage 3 skills Many readers never get beyond Stage 3 and most reading instruction ends before students are adept at Stage 3 skills Most remediation is done in Stage 1 and Stage 2 as well as Stage 3A 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 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