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| The stages of reading will vary depending upon the reading program or resource you are reading. However, stages begin when a child takes an interest in a book and pretends to read through to an effecient and independent reader. Pre-Reader pretends to read holds the book the correct way turns pages focuses on the pictures makes connections when being read to (I jump on the bed too.) enjoys being read to may recognize typical signs (McDonalds, STOP) shows an interest in looking a books Beginner recognizes some words has preferences for specific stories knows that words have meaning uses own knowledge to make connections (I like beans too, I like the fair too.) infers logical meaning from pictures Early Reader reads simple books (I like red, I like green, I like blue.) reads familiar books using memory and some word decoding that have been read several times reads in a word by word fashion, fluency tends to be weak relies on sounding out (often using three sounds for a single syllable word uses pictures to help) focus is mainly on decoding beginning and ending sounds or on familiar words Transitional uses a variety of strategies to decode (context, phonics, self-correcting, knowledge of conventions self-corrects and re-reads to make sense of passage makes predictions and inferences has an enhanced knowledge and acquisition of known words scans for information reading is becoming much more fluent and the focus become comprehension and higher level thinking reads for a variety of purposes (humor, entertainment, information,) displays reading confidence uses appropriate expression when reading aloud makes higher level connections reads more difficult material seldom makes mistakes sustained interest reads silently and fluently | |||||
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