Harris and Hodges (1981) Refer to this period of acquiring the specific skills and abilities that allow reading to take place as preparedness or reading.

Harris and Hodges (1981)Refer to this period of acquiring the specific skills and

abilities that allow reading to take place as preparedness or reading readiness. The child’s preparedness allow him/her to cope with a learning task. This is significantly determined by a complex pattern of intellectual, motivational, maturational, and experiential factors. Further, reading readiness is viewed as a set of social, emotional, physical, and cognitive competencies.

Stages of the Reading Process

A number of models on reading development have been designed and have guided reading instruction in identifying the stages of reading where a particular child is in and where children in a heterogeneous class belong. The basic and progressive stages of reading generally serve as a guide in determining the reading skills of a particular child or the whole class. However, it is important to note that, not all children pass through the same stages simultaneously and possess all the same skills.

FIVE MAIN STAGES OF LITERACY DEVELOPMENTStage 1- Emergent ReadersBeginning readerbasic concept of printPicture analysisSound-letter recognition2-7 years oldThey begin to familiarize

themselves with the concept of print r/t to directionality

One to one correspondence between the spoken and written word and the value of picture clues to the meaning of a story.

They develop an understanding that the printed word carries the main meaning of a story

They begin to make text-to-world connection and may be able to extend on what is written on the page.

Stage 2- Early Readers5 to 7 years oldWord recognition

strategies ( monitoring, searching,crosschecking,and self-correction)

Sight wordsPrint readingGradual speed in readingThey begin to rely more

heavily on the printed text than on the picture in a book.

Begin to develop a data bank of sight words that allows them to read w/ increased speed as they are read more often in phrases rather than single words.

Stage 3- Transitional ReadersTowards fluent readingReading of lengthy textsLittle reliance in picture 5 to 7 years old

Stage- 4 Self- Extending Readers Independent readingReading various textsReading for information6 to 9 years oldAble to read more complex texts and begin to read for

variety of purposes.

Stage 5- Advanced ReadersOver age of 9Mastery in readingProficient comprehensionReading for informationReading for pleasure Inferential reading Interpretive reading Internalized reading strategies

Factors that influence the development of an Emergent Reader

Perceptual Factors Oral Language FactorsDeveloped sensory skills

and visual and auditory discrimination.

Left to right eye progression

Stimulated awareness and manipulation of objects/toys

Emulates adult reading behavior.

Has a great deal of oral language

Has well developed oral language skills.

Uses descriptive language.

Cognitive Factors Affective FactorsConscious understanding

about language.Has emerging ability to

think.Uses trial and error to

discover new things.Expanding memory. Imaginative or creative.

Shows strong involvement in being read to.

Has a great deal of time and interest in reading.

Enjoys reading aloud.Can retell stories actively.

Home Environment FactorsHas access to print materials .Has parents who are habitual readers themselves.Has a social interaction with parents and peers.Has a pleasant environment for reading.