Stages of Reading: Teaching the Emergent Reader

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Emergent Literacy

• Stages of Reading Teaching the Emergent Reader

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Reminder

• When looking at the phases of reading
  comprehension strategies, vocabulary, and higher
  level thinking skills must be developed even in
  the earliest stages.
• Comprehension strategies, vocabulary, concepts
  and academic language that students will be
  developing through reading instruction and wide
  reading must also be intentionally and explicitly
  taught and modeled orally.

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Six Phases of Reading Acquisition
Logographic Phase
Pre-Alphabetic Phase

• Children do not yet use alphabetic knowledge to
  read nor do they understand that letters in words
  map to sounds in oral language.
• Preschool children and older readers who have
  little working knowledge of the alphabetic
  system. Also called the selective cue stage
  because children select non-alphabetic cues to
  remember words (Pepsi can or McDonalds sign).

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Pre-Alphabetic Phase

• Challs Stage 0 Prereading.
• Read words from memory only.
• Read words using length of word or size and shape
  of word.
• Guess words using context.
• Limited knowledge of letters.
• Cannot decode unknown words.
• Do not understand the alphabetic principle, which
  letters in written words map onto sounds in oral
  language.
• Pretend to read extended text.
• Guided Reading predictable text.

5

• Partial-Alphabetic Phase-Kindergarten, first
  grade, and older students who have rudimentary
  working knowledge of the alphabetic system but
  lack full knowledge, particularly vowel
  knowledge.
• Can match some letters in words to sounds in
  their pronunciation.
• Use guessing strategies to read words.
• Decoding strategies are not available for reading
  unknown words.

6

• Begin to detect letters in words and use partial
  alphabetic cues and context to read words. For
  example, if they see a picture of a playground
  with a word that begins with s, they may read it
  as swing.
• Misread words that have similar letters. For
  example, man for men, house for horse, bat for
  bet.
• May read saw as was because directionality is not
  firmly in place.

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Standards for Decoding and Word Recognition

• Kindergarten
• Match all consonant and short-vowel sounds to
  appropriate letters.
• Read simple one-syllable and high-frequency words
  (i.e., sight words).
• Understand that as letters of words change, so do
  the sounds (i.e., the alphabetic principle).

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Grade 1

• Generate the sounds from all the letters and
  letter patterns, including consonant blends and
  long- and short-vowel patterns (i.e.,
  phonograms), and blend those sounds into
  recognizable words.
• Read common, irregular sight words (e.g., the,
  have, said, come, give, of).
• Use knowledge of vowel digraphs and r-controlled
  letter-sound associations to read words.
• Read compound words and contractions.
• Read inflectional forms (e.g., -s, -ed, -ing) and
  root words (e.g., look, looked, looking).
• Read common word families (e.g., -ite, -ate).

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Grade 2

• Recognize and use knowledge of spelling patterns
  (e.g., diphthongs, special vowel spellings) when
  reading.
• Apply knowledge of basic syllabication rules when
  reading (e.g., vowel-consonant-vowel su/per,
  vowel-consonant/consonant-vowel sup/per).
• Decode two-syllable nonsense words and regular
  multi-syllable words.
• Recognize common abbreviations (e.g., Jan., Sun.,
  Mr., St.).
• Identify and correctly use regular plurals (e.g.,
  -s, -es, -ies) and irregular plurals (e.g.,
  fly/flies, wife/wives).
• Read aloud fluently and accurately and with
  appropriate intonation and expression.

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Grade 3

• Know and use complex word families when reading
  (e.g., -ight) to decode unfamiliar words.
• Decode regular multi-syllabic words.
• Read aloud narrative and expository text fluently
  and accurately and with appropriate pacing,
  intonation, and expression.

Grades 4, 5, 6

• Read aloud narrative and expository text fluently
  and accurately and with appropriate pacing,
  intonation, and expression.