Table 1.1.

Stages of reading development: an outline of the major qualitative characteristics and how the are acquired (Chall, 1983) Major Qualities and Grade/Age Relationship of Reading to Stage Characteristics and Masteries by How these are Acquired Range Listening the End of Stage Stage 0: Preschool Pretending to read, retelling Being read to by an adult (or older Most can understand the PRE-READING (ages 6 months story when looking at pages of child) who responds to and childrens picture books and pseudo-reading to 6 yrs) book previously read to him/hers warmly appreciates the childs stories read to them. interest in books and reading Naming letters of the alphabet; They understand thousands recognizing some signs Being provided with books, paper, of words they hear by age 6 pencil, blocks, and letters but can read few, if any, of Printing own name them. These are feature of what is called Playing with books, pencils, and a print-rich environment. paper Stage 1: Grade 1 and Learning relation between letters Direct instruction in letter-sound The level of difficulty of READING AND beginning and sounds and between printed relations (phonics) and practice in language read by the child is DECODING Grade 2 and spoken words their use much below the language (ages 7-8) understood when heard. Being able to read simple text Reading of simple stories using containing high frequency words words with phonic elements taught At the end of Stage 1, most an phonically regular words and words of high frequency children can understand up to 4000 or more words when Using skill and insight to sound Being read to on a level above heard but can only read out new one-syllable words what child can read independently 600*. to develop more advanced language patterns, knowledge of new words, and ideas. Stage 2: Grades 2 and 3 Child reads simple, familiar Direct instruction is advanced At the end of Stage 2, about CONFIRMATION (ages 7-8) stories and selections with decoding skills 3000 words can be read and AND FLUENCY increasing fluency. This is done understood and 9000 are Wide reading (with instruction and by consolidating the basic known when heard*. independently) of familiar, decoding elements, sight interesting materials which help Listening is still more vocabulary, and meaning context promote fluent reading effective than reading. in the reading of familiar stories Being read to at levels above their and selections own independent reading level to develop language vocabulary, and concepts

Stage Stage 3: READING FOR LEARNING THE NEW

Grade/Age Range (ages 9-13)

Stage 4: MULTIPE VIEWPOINTS

High school (ages 15-17)

Major Qualities and Characteristics and Masteries by How these are Acquired the End of Stage Reading is used learn new ideas, Reading and study of textbooks, gain new knowledge, to reference works, trade books, experience new feelings, to learn newspapers, and magazines that new attitudes. contain new ideas and values , unfamiliar vocabulary and syntax Reading is generally from one view point Systematic study of words and reacting to the text through discussion, answering questions, writing, etc. Reading of increasingly more complex fiction, biography, nonfiction and the like Reading is widely from a broad Wide reading and study of the range of complex materials, both physical, biological, and social expository and narrative sciences and humanities Reading with a variety of Reading of high quality and viewpoints popular literature, newspaper ad magazines Systematic study of words and word pats

Relationship of Reading to Listening At beginning or Stage 3, listening comprehension of the same material is still more effective than reading comprehension. By the end of Stage 3, reading and listening are about equal; for those who read very well, reading may be more efficient. Reading comprehension is better than listening comprehension of material of difficult content and readability For poorer readers, listening comprehension may be equal to reading comprehension Reading is more efficient that listening

Stage 5: College and Reading is used for ones own Wide reading of evermore difficult CONSTRUCTION beyond (age 18 needs and purposes (personal materials AND REand up) and professional) Reading beyond ones immediate CONSTRUCTION Reading serves to integrate ones needs knowledge with that of others to Writing of papers, tests, essays, synthesize it and to create new and other forms that call for knowledge. integration of varied knowledge and points of view Reading is rapid and efficient The Teacher Teacher

*American statistics

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