STAGES of READING
DEVELOPMENT`
The Major Qualitative
Characteristics and How They Are
Acquired
1
Stage 0:
“Pseudo Reading”
Preschool
(ages 6 months to 6 years)
2
Stage 0
 Major
Qualitative
Characteristics
and Masteries by
End of Stage





Pretend reading
Retells story from
pictures
Names alphabet
letters
Prints own name
Plays with books,
pencils, paper
3
Stage 0
• How
Acquired

Being read to by
someone who
responds to child’s
interest

Being provided with
books, paper, pencils,
letters, time
4
Stage 0
•Relationship
of Reading
to Listening

Most can understand
children’s 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
5
Stage 1:
Initial reading and
decoding
Grade 1 and beginning Grade 2
(ages 6 and 7)
6
Stage 1
 Major
Qualitative
Characteristics
and Masteries
by End of
Stage



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 onesyllable words
7
Stage 1


•How
acquired

Direct instruction and
practice in letter-sound
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
8
Stage 1
•Relationship
Reading to
Listening
of

Child’s reading level
is much below 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.
9
Stage 2:
Confirmation and
Fluency
Grades 2 and 3
(ages 7 and 8)
10
Stage 2
 Major
Qualitative
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
11
Stage 2

 How
acquired
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
12
Stage 2
 Relationship
Reading to
Listening
of

About 3,000 words
can be read

9,000 or more words
in listening vocabulary

Listening is still more
effective than reading
13
Stage 3:
Reading for Learning the
New
Grades 4-8
(ages 9-13)
14
Stage 3:
Phase A & B
A. Intermediate, grades 4-6
B. Junior high school, grades 7-9
15
Stage 3
 Major
Qualitative
Characteristics
and Masteries
by End of
Stage

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
16
Stage 3

 How

Acquired



Reading/studying
textbooks, reference
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.
17
Stage 3

 Relationship
Reading to
Listening
of
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
18
Stage 4:
Multiple Viewpoints
High school, grades 10-12
(ages 15-17)
19
Stage 4
 Major
Qualitative
Characteristics
and Masteries
by End of
Stage

Reading widely from
a broad range of
complex materials-expository and
narrative

Able to deal with
multiple viewpoints
20
Stage 4
How

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
Acquired
21
Stage 4
 Relationship
Reading to
Listening
of

Reading
comprehension is
better than listening
comprehension of
difficult material

For poorer readers,
listening
comprehension may
be equal to reading
22
Stage 5:
Construction and
Reconstruction
College and beyond
(age 18+)
23
Stage 5
 Major
Qualitative
Characteristics
and Masteries
by End of
Stage

Reading is used for
one’s own needs and
purposes
 Serves to integrate
one’s knowledge with
that of others to
synthesize and create
new knowledge
 It is rapid and efficient
24
Stage 5
How
Acquired

Wide reading of ever
more difficult
materials

Writing papers, tests,
essays that call for
integration of varied
knowledge and points
of view
25
Stage 5

Reading is more
efficient than listening
Relationship
of Reading to
Listening
26
Implications:





Stage 3 is necessary for the industrial workplace
Stage 4 is an absolute for the informational age
Many readers never get beyond Stage 3 and
most reading instruction ends before students
are adept at Stage 3 skills
Most remediation is done in Stage 1 and Stage 2
as well as Stage 3A
However, Stage 3A depends so heavily on
adequate Stage 1 & 2 skills that decoding and
fluency may be more important for older
students whose comprehension seems low
27