Satges of Reading

Satges of Reading
Stage One. Emergent Literacy

Stage Two. Early Reading

(Kindergarten and First Grade)

Stage Three. Growing Independence

(Grades Two and Three)

Stage Four. Reading to Learn (Grades Four through Six)

Stage Five. Abstract Reading (Grades Seven and Up)

Stage 3:
Growing Independence
(Grades Two and Three)
 Characteristics of Readers under Growing
Independence (Gunning, 2003)

 This stage is often marked by children’s evolving fluency.

 They start reading both fiction and nonfiction extensively .
They become more appreciative of stories involving the lives of others
 They judge their reading affectively and personally rather than by using
standards
 They may have difficulty explaining why they like a selection
The Decoding Reader (typically between 7 - 9 years old)
 As the process of decoding becomes automatic, they are able to
concentrate on meaning. Students appear to not be consciously thinking
about the letter pattern structure in words as much when reading.
 In this stage, the child is reading simple, familiar stories and selections with
increasing fluency.
 “Fluent word recognition is significantly propelled by both vocabulary and
grammatical knowledge. The increasingly sophisticated materials that
decoding readers are beginning to master are too difficult if the words and
their uses are seldom or never encountered by the children.” (Wolf, pp 129)
 “With each step forward in reading and spelling, children tacitly learn a
great deal about what’s inside a word -- that is, the stems, roots, prefixes and
suffixes that make up the morphemes of our language.” (Wolf, pp 129)
 Barriers for the
Decoding Reader
 --- “30 to 40 percent of children in the fourth grade do not become
fluent readers with adequate comprehension ... One nearly invisible
issue ... is the fate of young elementary students who read accurately
(the basic goal in most reading research) but not fluently in grades 3
and 4.” (Wolf, pp 135)

 --- “Reasons ...lend themselves to diagnosis: such as, a poor

environment, a poor vocabulary, and instruction not matched to their
needs. Some of these children become capable decoding readers, but
they never read rapidly enough to comprehend what they read.” (Wolf,
pp 136)
High-progress readers at this stage ask
themselves questions(Schwartz, 1997).
"What is this story about?
Did my attempts make sense in this story?
Does it look right and make sense?
What can I do to solve this problem?"
Observations on Readers Under Stage Three
Upon observing readers at this stage, It was found that it is easier to notice the
readers’ letter concept of understanding by viewing their writing.
As students pass through the primary grades, their reading selections grow in length
and complexity. Sentences are also longer and more complex; a wider range of
words is used. It is important that each child is given the right level of text.
Students do best with reading materials in which no more than 2 to 5 percent of the
words are difficult for them (Gunning, 1996).
By the end of the third grade, children are encountering thousands of different words
in their reading, most of which average third-graders would know if they heard them
spoken out loud
Research Findings:
While reading, they connect and relate ideas from their current reading to
previous reading experiences; the overall effect of these connected and
accumulated readings is that a reader's understanding transcends his or
her comprehension of any single passage (Hartman, 1995).
REFERENCES:

Hitchcock, Wendy R.(1997). The Progression from Emergent to Proficient Literacy:

Beginning Readers and Proficient Readers. Office of Educational Research
and Improvement. Retrieved July 24, 2018, from https://files.eric.ed.gov/.
Wolf, M. (2008). Five Stages of Reading Development. Retrieved July 24,2018, from
https://.theliteracybug.com/
Gunning, Thomas G. (1996). Creating Reading Instruction for All Children. Boston:
Allyn and Bacon.
Hartman, Douglas, K. (1995). Eight Readers Reading: The Inertextual Links of Proficient
Readers Reading Multiple Passages. Reading Research Quarterly, 30. 520-559
Samway, Katherine Davies, Whang, Gail, Cade, Carl, Gamil, Melindevic, Lubandian,
Marry Ann & Phommachanh, Kansone (1991). Reading the Skeleton, the
Heart, and the Brain of a Book: Students' perspectives on Literature Study
Circles. The Reading Teacher, 45. 196-205 Circles.
Schwartz, Robert M., (1997). Self-monitoring in Beginning Reading. The Reading
Teacher, 51. 40-48
THANK YOU!!!