LESSON III

Emergent Reader

and

Emergent Writer

C H A RA C T E R I S T I C S O F A N E M E R G E N T R E A D E R

Harris and Hodges(1981), refer to this period of acquiring the specific skills and abilities that allow reading to take place as preparedness or reading readiness.

Marie Clay(1991) and Fountas and Pinnell(2001) have noted five main stages of literacy development that relate to both reading and writing.

S TA G E S O F T H E R E A D I N G P R O C E S S

Marie Mildred Clay, DBE, FRSNZ (née Irwin; 3 January 1926 – 13 April 2007)

was a distinguished researcher from New Zealand known for her work in global educational literacy. She was committed to the idea that children who struggle to learn to read and write can be helped with early intervention. A clinical psychologist, she developed the Reading Recovery intervention program in New Zealand and expanded it worldwide.

Dr. Marie Mildred Clay

Dr. Irene Fountas

Professional Title:  Professor, Director of Center for Reading Recovery and Literacy CollaborativeAreas of Academic Focus and Expertise:  Literacy coaching; early intervention; struggling readers; characteristics of texts; assessment of reading; school improvement

Dr. Gay Su Pinnell

a professor in the School of Teaching and Learning at The Ohio State University. She has extensive experience in classroom teaching and field-based research, and in developing comprehensive approaches to literacy education. She has received the International Reading Association’s Albert J. Harris Award for research and the Charles A. Dana Foundation Award for her contributions to the field of education. She is also a member of the Reading Hall of Fame.

Stages of Reading Process

Advanced Reader Self-extending Transitional Reader Emergent Early Reader Reade Reader

*beginning reader*basic concepts of print*picture analysis*sound-letter recognition

*Word recognition strategies*sight words*print reading*gradual speed in reading

*towards fluent reading*reading of lengthy texts*little reliance on pictures

*Independent reading*reading various texts*reading for information

*Mastery in reading*proficient comprehension*reading for information*inferential reading*interpretive reading*internalized reading strategies

They begin to familiarize themselves wit the concepts of

print related to directionally, one-to-one correspondence between

the spoken and written word, and the value of picture clues to the

meaning of a story.

Stage 1EMERGENT READERS

They begin to develop word recognition strategies such as monitoring, searching, crosschecking, and self-

correction.

Stage 2EARLY READERS

Make the leap into fluent reading as they are generally able to read

in meaningful phrases with comfortable pace and appropriate

voice intonation, these readers tend to range from 5-7 years.

Stage 3TRANSITIONAL READERS

Readers progress into reading independence in the fourth developmental stage. This type of readers are able to read more complex texts

and begin to read for a variety of purposes. These

readers range in age from 6-9 years of age.

Stage 4SELF-EXTENDING READERS

ARE THOSE READERS WHO HAVE AT TAINED A LEVEL OF MASTERY WITH READING.

THEY ENJOY READING AND USE READING AS MEANS OF GAINING KNOWLEDGE. THEY

ARE GENERALLY OVER THE AGE OF 9 .

Stage 5ADVANCED READERS

Readiness to reading may be determined by cognitive, oral

language, perceptual, affective and home environment factors which vary significantly in an individual

learner.

CHARACTERISTICS OF AN EMERGENT WRITER

Children have acquired considerable information about writing before they enter formal instruction. They have learned to write naturally because (Gundlach, et.al., 1985) familiar writing situations and real-life writing experiences are evident in the home environment as modeled by the parents and even by other family members.

Their emergent writing is characterized by playful markings to communicate something, which signals their knowledge of the uses of written language before learning the form.

Dyson, 1986; Parker 1983, This develops through constant invention and reinvention of the forms of written language which signal the simultaneous reconstruction of their knowledge about written language.

Bissex, 1980 and Read 1975, describe writing as self-initiated and self-directed or voluntary, by observing more skilled others and by participating in literacy events, by exploring and learned writing through interaction with literate others.

CHARACTERISTICS OF AN EMERGENT WRITER

Writing is always related to reading and reading is always connected to writing. As the child writes, he integrates knowledge of reading with knowledge of writing.

CHARACTERISTICS OF AN EMERGENT WRITER

STAGES OF WRITING DEVELOPMENT

drawingscribbling

Making letters like forms

Reproducing learned units

Invented spelling

Conventional spelling

Factors Determining the Development of an Emergent Writer

PHYSICAL LANGUAGE COGNITIVE AFFECTIVE HOME ENVIRONMENT

• Drawing• Scribblin

g from left to right• Making

letter-like forms• Making

shapes that resemble letters

• Writing like sounds• Letter

sequences• Writing

his own name• Invented

spelling

•Practicing aspects of writing•constructing his own writing integrating knowledge of shapes and lines to produce a letter or a number

• Enjoys writing for himself

• Impresses parents through his writing-like activities

• Emulates adult writing

• Has considerable exposure to writing events of adults

• Involvement in adult-writing

• Social functions writing are evident in the home

• Appreciation for ea

READING AND WRITING INDEPENDENCE

Cooper and Kiger(2001) identified the five stages of early literacy learning which involve oral language, reading and writing skills of children. These stages involve the ff.:Early emergent literacy stageEmergent literacy stageBeginning reading and writing stageAlmost fluent reading and writing stageFluent reading and writing stage