Six Stages of Reading Development
Emergent Reading: The emergent reader has some phonological awareness, or sensitivity to speech sounds, rhyming and alliteration; recognizes some letters and may link some to the sounds they make; and has some understanding of books and print.
Initial Reading and Decoding: The child who is just beginning to read can sound out words one at a time and decode them slowly and accurately. The Initial Reader also recognizes some sight words. ( words he recognizes as fast as his own name) He looks glued to the print, meaning that most of his attention is devoted to decoding. Some readers in this stage will begin to self correct when they make a mistake and will re-read the text so that it "makes sense".
Fluency and Confidence: Gradually, the child becomes more confident in his ability to decode, recognize sight words, read short phrases, recognize mistakes and self correct those mistakes. He starts to read more swiftly and accurately, freeing his energies for greater comprehension of the text.
Reading to Learn: The shift from "learning to read" to "reading to learn"...the reader can acquire information from a text and compare it to his own ideas. He is able to understand the author's purpose. His vocabulary now increases more through reading than through conversation.
Compare and Analyze: The reader can compare and analyze texts with multiple viewpoints and can put them into the context of his earlier learning. He can consider facts, underlying assumptions , and larger context.
Mature/Fluent Reader: The mature reader constructs his own system of knowledge from the texts he reads. He can analyze, synthesize, and make judgments about all of the texts he reads to create his own understanding of the world. He is flexible and self-critical, and his knowledge is both the cause and the result of constant reflection, exploration, and curiosity.
Sunnyvale students are introduced and encouraged to use all of the skills embedded within the above stages of reading development beginning in Kindergarten. Unless all those opportunities to think beyond and about the text are always available, children develop a misleading perception of reading. Calling out words correctly and accurately is not reading.The goal of all reading experiences is understanding. Reading IS thinking.
" Reading without reflecting is like eating without digesting."
Take some time this week to get familiar with the following site. Click on the link, explore and read on!!!!