The process of understanding to read materializes using a systematic and linear approach. Competencies is gradually layered on through many years of education to produce a proficient reader. While each child learns differently, the ranges of reading commonly follow each other the same way for all learners, as cognitive progress plays a part in the development of reading competencies as well.
Proceeding through each stage of reading improvement is primarily based on mastering the previous stage. Some children may take more time to understand each skill level, while others breeze right through. You may see some students get "stuck" in one stage and need additional instruction to move on to more abstract skills.
Some continuums of reading development describe the intensity of skills according to age or grade levels. Other reading curriculums avoid leveling children by age or grade and devise a unique system of leveling literature. This can be helpful for people who teach using a homeschool curriculum.
Pre-emergent Reading
Parents can begin working on pre-emergent reading competencies with their children at birth. Is a newborn really going to attach meaning to the pictures? Probably not. However, this is the ideal time to get started developing a reading regimen as a household through use of books and educational toys. Make sure kids have access to a variety of books. Educate your child how to gently turn pages working from left to right. Beginning around age two, your young preschooler will start to connect pictures to the words in the story. You may hear him reciting a story that you regularly read together or making a small prediction about what will happen next. These are all excellent examples of children developing pre-literacy skills.
Early Emergent
Children in the Early Emergent stage of literacy can detect upper and lower case letters. They are starting to recognize corresponding sounds that go with each letter. Present your little one with books where pictures are an essential component of the story. Teachers may integrate their classroom decorations to display letters, letter blends, and examples of items that effectively use each letter. The text will be repetitive, predictable, and will likely focus on particular letter combinations. This is the stage where kids begin understanding to blend letter sounds with each other to make words.
Emergent Readers
The Emergent Reader has gained more self confidence with letters and their corresponding sounds. They are working to utilize simple phonics rules to decode words in their reading. At this point, basic comprehension capabilities are starting to be introduced. Pictures still play a vital part in literature that is pertinent for this level.
Early Fluent Stage
Children begin reading independently in the Early Fluent stage of reading. The vocabulary in the literature becomes more varied and descriptive. The purpose of reading shifts to concentrate more on comprehension as opposed to decoding words and confidence starts to develop. Students start to realize their own mistakes in reading and may self-correct if a sentence does not make sense. They also begin to use their own knowledge to relate to the text.
Fluent Readers
Students in the Fluent stage of reading continue expanding their vocabulary to give meaning to more complex sentence structures. In terms of grade level, children are performing around grade 4 at this point. Additional details are included in literature and children begin to recall additional facts from the reading. They become more comfortable reading non-fiction and making use of reading for the purpose of learning. Their expression while reading becomes more distinct instead of using a monotone voice when reading aloud. Students have also gained the capacity to make use of context clues to understand unfamiliar vocabulary.
Transitional Reading
Transitional readers have began reading longer pieces of literature for meaning. They are able to connect new principles from prior readings to the text they are currently reading. This skill plays an important part of subject specific comprehension when reading information in science and history textbooks. These students will stop to ascertain unfamiliar words in their reading without losing meaning of the information. They are also progressively able to exhibit comprehension by means of writing.
Proficient and Critical Reading
Of course, the ultimate goal is to develop proficient readers who read for knowledge. This reader can determine literature from an appropriate genre for their reading level and will have fluent word flow while reading silent and aloud. They are able to extend and analyze new knowledge from the reading, beyond their own prior knowledge. The main idea is quickly identified with points to support the content. The student understands cause and effect, is able to sequence story events accurately, and compare and contrast the events or characters.
Critical reading is created from skills such as reading from higher level textbooks with the ability to take appropriate notes from the text. The reader can demonstrate comprehension through detailed writing and is able to speak about the reading with others. While most children will at some point become proficient readers, not all will perform critical reading skills. Critical reading should be worked on well into the high school years to prepare students for post-secondary education and future careers.
Help your students become brilliant readers! Educational toys are a great way to enhance your child's reading proficiency.
Suzanne Cope is an contributing educational writer at the Learning Hive. Read more of her writings at
.
Proceeding through each stage of reading improvement is primarily based on mastering the previous stage. Some children may take more time to understand each skill level, while others breeze right through. You may see some students get "stuck" in one stage and need additional instruction to move on to more abstract skills.
Some continuums of reading development describe the intensity of skills according to age or grade levels. Other reading curriculums avoid leveling children by age or grade and devise a unique system of leveling literature. This can be helpful for people who teach using a homeschool curriculum.
Pre-emergent Reading
Parents can begin working on pre-emergent reading competencies with their children at birth. Is a newborn really going to attach meaning to the pictures? Probably not. However, this is the ideal time to get started developing a reading regimen as a household through use of books and educational toys. Make sure kids have access to a variety of books. Educate your child how to gently turn pages working from left to right. Beginning around age two, your young preschooler will start to connect pictures to the words in the story. You may hear him reciting a story that you regularly read together or making a small prediction about what will happen next. These are all excellent examples of children developing pre-literacy skills.
Early Emergent
Children in the Early Emergent stage of literacy can detect upper and lower case letters. They are starting to recognize corresponding sounds that go with each letter. Present your little one with books where pictures are an essential component of the story. Teachers may integrate their classroom decorations to display letters, letter blends, and examples of items that effectively use each letter. The text will be repetitive, predictable, and will likely focus on particular letter combinations. This is the stage where kids begin understanding to blend letter sounds with each other to make words.
Emergent Readers
The Emergent Reader has gained more self confidence with letters and their corresponding sounds. They are working to utilize simple phonics rules to decode words in their reading. At this point, basic comprehension capabilities are starting to be introduced. Pictures still play a vital part in literature that is pertinent for this level.
Early Fluent Stage
Children begin reading independently in the Early Fluent stage of reading. The vocabulary in the literature becomes more varied and descriptive. The purpose of reading shifts to concentrate more on comprehension as opposed to decoding words and confidence starts to develop. Students start to realize their own mistakes in reading and may self-correct if a sentence does not make sense. They also begin to use their own knowledge to relate to the text.
Fluent Readers
Students in the Fluent stage of reading continue expanding their vocabulary to give meaning to more complex sentence structures. In terms of grade level, children are performing around grade 4 at this point. Additional details are included in literature and children begin to recall additional facts from the reading. They become more comfortable reading non-fiction and making use of reading for the purpose of learning. Their expression while reading becomes more distinct instead of using a monotone voice when reading aloud. Students have also gained the capacity to make use of context clues to understand unfamiliar vocabulary.
Transitional Reading
Transitional readers have began reading longer pieces of literature for meaning. They are able to connect new principles from prior readings to the text they are currently reading. This skill plays an important part of subject specific comprehension when reading information in science and history textbooks. These students will stop to ascertain unfamiliar words in their reading without losing meaning of the information. They are also progressively able to exhibit comprehension by means of writing.
Proficient and Critical Reading
Of course, the ultimate goal is to develop proficient readers who read for knowledge. This reader can determine literature from an appropriate genre for their reading level and will have fluent word flow while reading silent and aloud. They are able to extend and analyze new knowledge from the reading, beyond their own prior knowledge. The main idea is quickly identified with points to support the content. The student understands cause and effect, is able to sequence story events accurately, and compare and contrast the events or characters.
Critical reading is created from skills such as reading from higher level textbooks with the ability to take appropriate notes from the text. The reader can demonstrate comprehension through detailed writing and is able to speak about the reading with others. While most children will at some point become proficient readers, not all will perform critical reading skills. Critical reading should be worked on well into the high school years to prepare students for post-secondary education and future careers.
Help your students become brilliant readers! Educational toys are a great way to enhance your child's reading proficiency.
Suzanne Cope is an contributing educational writer at the Learning Hive. Read more of her writings at
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