Stages of Reading Development - WOU Homepage · PDF file1 Stages of Reading Development The...
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1 Stages of Reading Development The Major Qualitative Characteristics and How They Are Acquired Revised from a PPTX by Brenda Smith & LeeAnn Morris Bridging the Gap: College Reading (9 th ed.)
Transcript of Stages of Reading Development - WOU Homepage · PDF file1 Stages of Reading Development The...
1
Stages of Reading Development
The Major Qualitative Characteristics and How They
Are Acquired
Revised from a PPTX by
Brenda Smith & LeeAnn Morris Bridging the Gap: College Reading (9th ed.)
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From Cambridge Universityfi yuo cna raed tihs, yuo hvae a "sgtrane" mnid.
Cna yuo raed tihs?
Olny 55 plepoe out of 100 can raed tihs. I cdnuolt blveiee taht I cluod aulaclty uesdnatnrd waht I was rdanieg. The phaonmneal pweor of the hmuan mnid! Aoccdrnig to a rscheearch sdtuy at Cmabrigde Uinervtisy, it deosn't mttaer in waht oredr the ltteers in a wrod are, the olny iprmoatnt tihng is taht the frist and lsat ltteer be in the rghit pclae. The rset can be a taotl mses and you can sitll raed it wouthit a porbelm. Tihs is bcuseae the huamn mnid deos not raed ervey lteter by istlef, but the wrod as a wlohe. Amzanig huh? yaeh and I awlyas tghuhot slpeling was ipmorantt! if you can raed tihs psas it on!!
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Factors Influencing Acquisition of Reading Ability
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Stage 0: “Pseudo Reading”
Preschool (ages 6 months to 6 years)
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Stage 0
l Major Qualitative Characteristics and Masteries by End of Stage
l Pretend reading l Retells story from
pictures l Names alphabet
letters l Prints own name l Plays with books,
pencils, paper
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Stage 0
• How Acquired
l Being read to by someone who responds to child’s interest
l Being provided with
books, paper, pencils, letters, time
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Stage 0
•Relationship of Reading to Listening
l Most can understand children’s picture books and stories read to them
l Can understand
thousands of the words they hear by age 6, but can read few if any of them
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Stage 1: Initial reading and
decoding
Grade 1 and beginning Grade 2 (ages 6 and 7)
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Stage 1
l Major Qualitative Characteristics and Masteries by End of Stage
l Learns relation between letters and sounds and between printed and spoken words
l Able to read simple text containing high-frequency words and phonically regular words
l Sounds out new one-syllable words
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Stage 1
•How acquired
l Direct instruction and practice in letter-sound relationships
l Reading of simple stories using simple phonic patterns and high frequency words
l Being read to at a higher level to develop advanced language patterns, new words, and ideas
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Stage 1
•Relationship of Reading to Listening
l Child’s reading level is much below the language that is understood when heard
l At end of stage, most
children understand 6,000 or more words but can read only about 600.
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Stage 2: Confirmation and
Fluency
Grades 2 and 3 (ages 7 and 8)
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Stage 2
l Major Qualitative Characteristics and Masteries by End of Stage
l Reads simple stories with increasing fluency
l Learns to consolidate
decoding, sight vocabulary, & meaning context to read stories and selections
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Stage 2
l How acquired
l Direct instruction in advanced decoding skills
l Wide reading w/ instructional and independent materials
l Being read to at levels above their own to develop language, vocabulary and concepts
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Stage 2
l Relationship of Reading to Listening
l About 3,000 words can be read
l 9,000 or more words
in listening vocabulary l Listening is still more
effective than reading
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Stage 3: Reading for Learning the
New
Grades 4-8 (ages 9-13)
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Stage 3: Phase A & B
A. Intermediate, grades 4-6
B. Junior high school, grades 7-9
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Stage 3
l Major Qualitative Characteristics and Masteries by End of Stage
l For the first time, may be responsible for reading independently to -learn new ideas,
-gain new knowledge, -experience new feelings
and attitudes l Generally from one
viewpoint
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Stage 3
l How Acquired
l Reading/studying textbooks, reference works, trade books, newspapers, magazines
l Being exposed to unfamiliar vocabulary and syntax
l Systematic study of words
l Reacting to text through discussions and writing
l Reading of more complex fiction, non-fiction, etc.
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Stage 3
l Relationship of Reading to Listening
l At beginning, listening comprehension is still more effective than reading
l By the end, reading and listening are about equal
l For good readers, reading is more efficient
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Stage 4: Multiple Viewpoints
High school, grades 10-12
(ages 15-17)
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Stage 4
l Major Qualitative Characteristics and Masteries by End of Stage
l Reading widely from a broad range of complex materials--expository and narrative
l Able to deal with
multiple viewpoints
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Stage 4
l How Acquired
l Wide reading and study of science and humanities as well as newspapers and magazines
l Systematic study of words and word parts
l Formal and creative
writing
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Stage 4
l Relationship of Reading to Listening
l Reading comprehension is better than listening comprehension of difficult material
l For poorer readers,
listening comprehension may be equal to reading
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Stage 5: Construction and
Reconstruction
College and beyond (age 18+)
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Stage 5
l Major Qualitative Characteristics and Masteries by End of Stage
l Reading is used for one’s own needs and purposes
l Serves to integrate one’s knowledge with that of others to synthesize and create new knowledge
l It is rapid and efficient
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Stage 5
l How Acquired
l Wide reading of ever more difficult materials
l Writing papers, tests,
essays that call for integration of varied knowledge and points of view
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Stage 5
l Relationship of Reading to Listening
l Reading is more efficient than listening
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Implications: l Stage 3 is necessary for the industrial workplace l Stage 4 is an absolute for the informational age l Many readers never get beyond Stage 3 and
most reading instruction ends before students are adept at Stage 3 skills
l Most remediation is done in Stage 1 and Stage 2 as well as Stage 3A
l 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
