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Chall’s Reading Stages: Unlocking the Code
Stage 0--Pseudo reading (Preschool)
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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What is reading?
Reading is making meaning out of print--independently.
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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 So 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
Begins at or before birth Pseudo-reading Re-telling Using pictures Recalling Developing phonemic awareness Otherwise known as Emergent Reading
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According to our definition of reading, why would Chall call this Stage 0?
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Emergent Reader Characteristics (Ages 2-4)
Remembers words by visual characteristics
Does not understand that letters represent speech sounds
Recognition of words is context-bound
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Emergent Reader (Ages 2-4)Child Knows Needs to Learn Strategies
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Emergent Reader (Ages 2-4)
Child Knows
Needs to Learn
Strategies
A few alphabet letters
All alphabet letters
Alphabet matching, naming, ordering
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Emergent Reader (Ages 2-4)
Child Knows
Needs to Learn
Strategies
Concepts of print
Letter-sound connections
Keyword association;
feeling the sound; sorting words by sound; building
words with letter cards
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Emergent Reader (Ages 2-4)
Child Knows
Needs to Learn
Strategies
How a story goes
Retelling, describing,
connecting to own experience
Wordless books, created books, shared
reading
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Stage One: Initial Reading or Decoding
Grades 1-2, Ages 6-7
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Stage One: Initial Reading or Decoding
Grades 1-2, Ages 6-7
Learning sound-symbol correspondences Figuring out syllables, multi-letter
combinations Considered “glued to the print” until
automaticity is gained, then they can leave the print
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Becomes aware that letters correspond to speech sounds
Sounds out beginning consonants and spells some sounds in words
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•Decodes simple words by using phonics
•Glued to print until fluency develops
•Spells phonetically
•Reads preprimer level
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Early Alphabetic (Ages 4-5)Child Knows Needs to Learn Strategies
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Child Knows
Needs to Learn
Strategies
50 words by sight
100 to 150 sight words
Build a file box for words
Early Alphabetic (Ages 4-5)
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Child Knows
Needs to Learn
Strategies
Consonant sounds in
beginning of words
Blending letter-sounds through a new written
word
Recognition and spelling of phonic patterns in one-syllable words; reading decodable text
Early Alphabetic (Ages 4-5)
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Child Knows
Needs to Learn
Strategies
Blending/seg-menting three or four sounds
orally
Short vowels, silent-e,
consonant blends,
digraphs
Sorting by spelling pattern; dictation; use in
sentences
Early Alphabetic (Ages 4-5)
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Child Knows
Needs to Learn
Strategies
Attempts to write sentences under pictures
To write in complete sentences
Create own books; sentence frames; elabor-ation of subject and predicate;
making questions
Early Alphabetic (Ages 4-5)
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Child Knows
Needs to Learn
Strategies
How to write letters slowly
To write letters fluently
Practice writing whole alphabet
Early Alphabetic (Ages 4-5)
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Later Alphabetic (Ages 5-6)Child Knows Needs to Learn Strategies
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Later Alphabetic (Ages 5-6)
Child Knows
Needs to Learn
Strategies
Short vowel patterns, silent e, digraphs, blends
Vowel teams, diphthongs,
r-controlled forms, syllable
patterns
Word sorting, building w/ letter
cards, reading words with a
partner, nonsense word decoding;
practice in decodable text
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Later Alphabetic (Ages 5-6)
Child Knows
Needs to Learn
Strategies
Reads word by word
Fluency to 60-70 words per
minute in graded text
Partner reading, rereading easy books, taped
reading at easy level
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Later Alphabetic (Ages 5-6)
Child Knows
Needs to Learn
Strategies
Sight vocabulary +100
Recognition vocabulary +200
Computer practice; cloze
exercises;
word games; multisensory techniques
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Later Alphabetic (Ages 5-6)
Child Knows
Needs to Learn
Strategies
Enjoys being read to
Independent reading
Take-home books, graphs of
books read
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Later Alphabetic (Ages 5-6)
Child Knows
Needs to Learn
Strategies
Writes with no plan
Plan and organize ideas
for writing
Use graphic organizers for
sequencing ideas, writer’s chair for aud-
ience connection
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Stage Two: Confirmation, Fluency, Ungluing from Print: Grades 2-3, Ages 7-8 Confirming what is already known, not to learn
new information Use decoding knowledge and redundancies to read Gain courage, skill in using context and gain
fluency and speed More guessing and risk-taking Need to read many familiar books
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Orthographic Stage Characteristics (Ages 7-8)
Recognizes print patterns and “chunks”
Reads word endings, 2-syllable words
Develops fluency up to 80-100 wpm
Uses context to self-correct and learn new word meanings
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Orthographic Stage (Ages 7-8)Child Knows Needs to Learn Strategies
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Orthographic Stage (Ages 7-8)
Child Knows
Needs to Learn
Strategies
Beginning to read with
fluency (60-80 wpm)
Increase fluency to 80+ wpm
Rereading familiar books, alternate oral reading with partner, tape
reading
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Orthographic Stage (Ages 7-8)
Child Knows
Needs to Learn
Strategies
Writes more than one
sentence but no logical structure
To use connecting words and paragraph sequence
Supply connecting words to unlinked sentences
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Orthographic Stage (Ages 7-8)
Child Knows
Needs to Learn
Strategies
Spells regular,one-
syllable words and 50-100 basic sight
words
To spell compounds, words with
endings, vowel team words, more variant
patterns
Word sort; test-study-test in organized
program; use in writing and
proofreading
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Orthographic Stage (Ages 7-8)
Child Knows
Needs to Learn
Strategies
Overuses common
vocabulary
More variety in speaking,
writing, reading
Antonyms, synonyms,
classification, definition, context use
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Orthographic Stage (Ages 7-8)
Child Knows
Needs to Learn
Strategies
Unfamiliar with punctuation beyond the period and
question mark
Use of comma, capitals,
exclamation, quotations
Dictations, proofreading,
group composition
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Orthographic Stage (Ages 7-8)
Child Knows
Needs to Learn
Strategies
Writes about own experiences
in “train of thought” style
Gain more control over
flow of ideas, use a plan
Stages of writing process
encouraged individually and
modeled by teacher
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Orthographic Stage (Ages 7-8)
Child Knows
Needs to Learn
Strategies
Retells without summarizing or extracting main
idea
To paraphrase, summarize,
predict, question, connect
Guided discussion,
reader response, teacher
modeling of strategies
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Stage Three: Reading for Learning the New (Ages 9-13)
Stages 1 & 2--concerned more with the relating of print to speech and, finally, the mastery of print
Stage 3--concerned more with the relating of print to ideas and the mastering of ideas
Reading can finally become a better means of learning new things compared to listening and watching
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Stage Three: Reading for Learning the New (Ages 9-13)
Stage 3: Doesn’t usually require special knowledge to read informational materials; subject matter is introductory
Stage 3: Grow in ability to analyze what is read and to react critically to different viewpoints
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Stage Three: Reading for Learning the New (Ages 9-13)
Vocabulary growth through morphological study is important
Text structure must be addressed Graphic organizers should be introduced Study skills should be taught Usually only one point of view can be conceived
at a time
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Stage Four: Multiple Viewpoints: (Ages 14-18)
Dealing with more than one point of view Layers of facts and concepts Builds upon knowledge learned earlier Pattern recognition of different ideas and
points of view
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Stage Five: Construction and Reconstruction--A World View
(Ages 18 and above) From reading and from what others say, reader
constructs knowledge for him/herself Uses analysis, synthesis, and evaluation of what
is read and known Previous knowledge makes rapid reading rate
possible If texts and ideas are unfamiliar, a slower, study-
type pace is needed
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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
Most remediation is done in Stage 1 and Stage 2 as well as Stage 3
However, Stage 3 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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THE END
How tired I am of this unbearable distance between us; How I long for the toll of the
recess bound; Have you forgotten me, grown
mindless of me; Tell me I am not writing into an
abyss or that is what will become of my heart