Scribd
Upload
74 views24 pages

Stages of Reading

Jeanne Chall identified 6 stages of reading development: 1) Pre-reading (ages 6 months to 6 years) where children develop pre-reading skills like identifying letters and pretending to read. 2) Decoding (ages 6-7 years) where children learn the relationship between letters and sounds and can sound out words. 3) Fluency (ages 7-8 years) where children consolidate decoding skills and read simple texts fluently. 4) Reading for learning (ages 9-13 years) where children read independently to learn new ideas and knowledge. 5) Multiple viewpoints (ages 15-17 years) where children read a broad range of complex materials and deal with

Uploaded by

DARAFE SALON
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
74 views24 pages

Stages of Reading

Jeanne Chall identified 6 stages of reading development: 1) Pre-reading (ages 6 months to 6 years) where children develop pre-reading skills like identifying letters and pretending to read. 2) Decoding (ages 6-7 years) where children learn the relationship between letters and sounds and can sound out words. 3) Fluency (ages 7-8 years) where children consolidate decoding skills and read simple texts fluently. 4) Reading for learning (ages 9-13 years) where children read independently to learn new ideas and knowledge. 5) Multiple viewpoints (ages 15-17 years) where children read a broad range of complex materials and deal with

Uploaded by

DARAFE SALON
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
You are on page 1/ 24

STAGES OF

READING
Jeanne Chall is noted for her research
on developmental stages of reading. She
was among the first researchers to
describe reading as a developmental
process. Her 1967 book, Learning to
Read: The Great Debate, summarizes
her findings on the debate (which
continues today) between proponents of
phonics and proponents of meaning-
based approaches to reading.
 Stage 1
Major Qualitative
Pre-reading Birth to Characteristics and Masteries
Kindergarten by End of Stage
 Preschool
 (ages 6 months to 6
• Pretend reading
years) • Retells story from pictures
• Names alphabet letters
• Prints own name
• Plays with books, pencils, paper
 Stage 1
Pre-reading Birth to How Acquired
Kindergarten

 Preschool
• Being read to by someone who responds
 (ages 6 months to 6 to Childs
years)
interest
• Being provided with books, paper,
pencils,
letters, time
 Stage 1 Relationship of Reading to
Pre-reading Birth to
Kindergarten Listening
 Preschool
• Most can understand children's
 (ages 6 months to 6
years)
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
Stage 2 Major Qualitative Characteristics and Masteries
Reading and Decoding by End of Stage
Grades 1 and beginning 2
ages 6 and 7 • 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
How acquired
Stage 2
Reading and Decoding • Direct instruction and practice in letter-
Grades 1 and beginning 2 sound
ages 6 and 7
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
Relationship of Reading to Listening
Stage 2
Reading and Decoding
Grades 1 and beginning 2
• Childs reading level is much below
ages 6 and 7
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.
 Stage 3 Major Qualitative
Fluency Grades 2 and 3
ages 7 and 8
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
 Stage 3 How acquired
Fluency Grades 2 and 3
ages 7 and 8
• 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
 Stage 3 Relationship of Reading to
Fluency Grades 2 and 3
ages 7 and 8
Listening
• About 3,000 words can be
read
• 9,000 or more words in
listening vocabulary
• Listening is still more
effective than reading
 Stage 4 Major Qualitative Characteristics
Reading for New and Masteries
Learning Grades 4-8 ages
by End of Stage
9 to 13
• 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
 Stage 4 How Acquired
Reading for New
Learning Grades 4-8 ages • Reading/studying textbooks, reference
9 to 13 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.
 Stage 4 Relationship of Reading to
Reading for New Listening
Learning Grades 4-8 ages
9 to 13 • 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
 Stage 5 Major Qualitative Characteristics
Develop Multiple
Viewpoints High School
and Masteries
ages 15 to 17 by End of Stage

• Reading widely from a broad


range of complex
materials--expository and
narrative
• Able to deal with multiple
viewpoints
 Stage 5 How Acquired
Develop Multiple
Viewpoints High School
ages 15 to 17 • 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
 Stage 5 Relationship of Reading to
Develop Multiple
Viewpoints High School Listening
ages 15 to 17
• Reading comprehension is
better than listening
comprehension of difficult
material
• For poorer readers, listening
comprehension may
be equal to reading
 Stage 6 Major Qualitative Characteristics and
Construction and
Reconstruction College
Masteries
and and beyond by End of Stage

• Reading is used for ones own needs and


purposes
• Serves to integrate ones knowledge with
that of
others to synthesize and create new
knowledge
• It is rapid and efficient
 Stage 6 How Acquired
Construction and
Reconstruction College
and and beyond
• Wide reading of ever more
difficult materials
• Writing papers, tests, essays
that call for
integration of varied
knowledge and points of
view
 Stage 6
Construction and Relationship of Reading to
Reconstruction College
and and beyond
Listening

• Reading is more
efficient than
listening
 Stage 1
Pre-reading Birth to
Kindergarten
Title Lorem Ipsum Dolor
Sources:

◦ https://fl-pda.org/independent/elementary/laandr/section1/1a.htm
◦ http://www.scholastic.com/teachers/article/guided-reading-primary-
classroom
◦ https://newlearningonline.com/literacies/chapter-15/chall-on-
stages-of-reading-development
◦ https://newlearningonline.com/literacies/chapter-15
◦ Principle underlying teaching

You might also like