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STAGES of READING DEVELOPMENT`. The Major Qualitative Characteristics and How They Are Acquired. Stage 0: “Pseudo Reading”. Preschool (ages 6 months to 6 years). Major Qualitative Characteristics and Masteries by End of Stage. Pretend reading Retells story from pictures - PowerPoint PPT Presentation
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STAGES of READING DEVELOPMENT`
The Major Qualitative Characteristics and How They Are
Acquired
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Stage 0: “Pseudo Reading”
Preschool(ages 6 months to 6 years)
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Stage 0
Major Qualitative Characteristics and Masteries by End of Stage
Pretend readingRetells story from picturesNames alphabet lettersPrints own namePlays with books, pencils, paper
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Stage 0
• How Acquired
Being read to by someone who responds to child’s interest
Being provided with books, paper, pencils, letters, time
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Stage 0
•Relationship of Reading to Listening
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
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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 1Major Qualitative Characteristics
and Masteries by End of Stage 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 Sounds out new one-syllable words
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Stage 1
•How acquired
Direct instruction and practice in letter-sound relationships
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
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Stage 1
•Relationship of Reading to Listening
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.
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Stage 2: Confirmation and
Fluency
Grades 2 and 3(ages 7 and 8)
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Stage 2
Major Qualitative Characteristics and Masteries by End of Stage
Reads simple stories with increasing fluency
Learns to consolidate decoding, sight vocabulary, & meaning context to read stories and selections
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Stage 2
How acquired
Direct instruction in advanced decoding skills
Wide reading w/ instructional and independent materials
Being read to at levels above their own to develop language, vocabulary and concepts
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Stage 2
Relationship of Reading to Listening
About 3,000 words can be read
9,000 or more words in listening vocabulary
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 3Major Qualitative Characteristics
and Masteries by End of Stage For the first time, may be responsible for reading
independently to-learn new ideas,
-gain new knowledge, -experience new feelings and attitudes
Generally from one viewpoint
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Stage 3
How Acquired
Reading/studying textbooks, reference works, trade books, newspapers, magazines
Being exposed to unfamiliar vocabulary and syntax Systematic study of words Reacting to text through discussions and writing Reading of more complex fiction, non-fiction, etc.
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Stage 3
Relationship of Reading to Listening
At beginning, listening comprehension is still more effective than reading
By the end, reading and listening are about equal
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 4Major Qualitative Characteristics
and Masteries by End of StageReading widely from a broad range of
complex materials--expository and narrative
Able to deal with multiple viewpoints
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Stage 4
How Acquired
Wide reading and study of science and humanities as well as newspapers and magazines
Systematic study of words and word parts
Formal and creative writing
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Stage 4
Relationship of Reading to Listening
Reading comprehension is better than listening comprehension of difficult material
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 5Major Qualitative Characteristics
and Masteries by End of StageReading is used for one’s own needs and
purposesServes to integrate one’s knowledge with
that of others to synthesize and create new knowledge
It is rapid and efficient
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Stage 5
How Acquired
Wide reading of ever more difficult materials
Writing papers, tests, essays that call for integration of varied knowledge and points of view
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Stage 5
Relationship of Reading to Listening
Reading is more efficient than listening
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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 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