The Teaching Teacher Stages of Reading Development (Chall)

8/2/2019 The Teaching Teacher Stages of Reading Development (Chall)

1/3

Table 1.1. Stages of reading development: an outline of the major qualitative characteristics and how the are acquired (Chall, 1983)

StageGrade/Age

Range

Major Qualities andCharacteristics and Masteries by

the End of StageHow these are Acquired

Relationship of Reading toListening

Stage 0:PRE-READINGpseudo-reading

Preschool(ages 6 monthsto 6 yrs)

Pretending to read, retellingstory when looking at pages ofbook previously read to him/hers

Naming letters of the alphabet;recognizing some signs

Printing own namePlaying with books, pencils, and

paper

Being read to by an adult (or olderchild) who responds to andwarmly appreciates the childsinterest in books and reading

Being provided with books, paper,pencil, blocks, and letters

These are feature of what is calleda print-rich environment.

Most can understand thechildrens picture books andstories read to them.

They understand thousandsof words they hear by age 6but can read few, if any, ofthem.

Stage 1:READING AND

DECODING

Grade 1 andbeginning

Grade 2(ages 7-8)

Learning relation between lettersand sounds and between printed

and spoken wordsBeing able to read simple text

containing high frequency wordsan phonically regular words

Using skill and insight to soundout new one-syllable words

Direct instruction in letter-soundrelations (phonics) and practice in

their useReading of simple stories using

words with phonic elements taughtand words of high frequency

Being read to on a level abovewhat child can read independentlyto develop more advancedlanguage patterns, knowledge ofnew words, and ideas.

The level of difficulty oflanguage read by the child is

much below the languageunderstood when heard.

At the end of Stage 1, mostchildren can understand upto 4000 or more words whenheard but can only read600*.

Stage 2:

CONFIRMATIONAND FLUENCY

Grades 2 and 3

(ages 7-8)

Child reads simple, familiarstories and selections withincreasing fluency. This is doneby consolidating the basicdecoding elements, sightvocabulary, and meaning contextin the reading of familiar storiesand selections

Direct instruction is advanceddecoding skills

Wide reading (with instruction andindependently) of familiar,interesting materials which helppromote fluent reading

Being read to at levels above theirown independent reading level todevelop language vocabulary, andconcepts

At the end of Stage 2, about3000 words can be read andunderstood and 9000 areknown when heard*.

Listening is still moreeffective than reading.


2/3

StageGrade/Age

Range

Major Qualities andCharacteristics and Masteries by

the End of StageHow these are Acquired

Relationship of Reading toListening

Stage 3:

READING FORLEARNING THENEW

(ages 9-13) Reading is used learn new ideas,gain new knowledge, toexperience new feelings, to learnnew attitudes.

Reading is generally from oneview point

Reading and study of textbooks,reference works, trade books,newspapers, and magazines thatcontain new ideas and values ,unfamiliar vocabulary and syntax

Systematic study of words andreacting to the text throughdiscussion, answering questions,writing, etc.

Reading of increasingly morecomplex fiction, biography,

nonfiction and the like

At beginning or Stage 3,listening comprehension ofthe same material is stillmore effective than readingcomprehension.

By the end of Stage 3,reading and listening areabout equal; for those whoread very well, reading maybe more efficient.

Stage 4:MULTIPEVIEWPOINTS

High school(ages 15-17)

Reading is widely from a broadrange of complex materials, bothexpository and narrative

Reading with a variety ofviewpoints

Wide reading and study of thephysical, biological, and socialsciences and humanities

Reading of high quality andpopular literature, newspaper admagazines

Systematic study of words andword pats

Reading comprehension isbetter than listeningcomprehension of material ofdifficult content andreadability

For poorer readers, listeningcomprehension may beequal to readingcomprehension

Stage 5:CONSTRUCTIONAND RE-CONSTRUCTION

College andbeyond (age 18and up)

Reading is used for ones ownneeds and purposes (personaland professional)

Reading serves to integrate onesknowledge with that of others tosynthesize it and to create newknowledge.

Reading is rapid and efficient

Wide reading of evermore difficultmaterialsReading beyond ones immediate

needs

Writing of papers, tests, essays,and other forms that call forintegration of varied knowledgeand points of view

Reading is more efficient thatlistening

*American statistics

The Teacher Teacher


3/3

www.theteachingteacher.blogspot.com

[email protected]
http://www.theteachingteacher.blogspot.com/http://www.theteachingteacher.blogspot.com/mailto:[email protected]:[email protected]:[email protected]://www.theteachingteacher.blogspot.com/

The Teaching Teacher Stages of Reading Development (Chall)

Documents

Transcript of The Teaching Teacher Stages of Reading Development (Chall)