This month’s school closures have forced families to become teachers at home overnight.
Children progress as readers at different rates, but they pass through predictable stages of development. For typically-developing readers, the stages of reading can be mapped onto grade levels, but as a homeschool teacher you have the advantage of being able to provide the instruction your children need, regardless of their grade.
For each stage of reading development, we’ve selected materials so that caregivers can support their children’s progress. Each stage of reading has an instructional plan with easy suggestions for targeting the two main components of reading:
Oral language : vocabulary and background knowledge
Decoding : learning the way in which letters represent the sounds in each word
Children first learn about reading by watching skilled readers handle books. They learn how to hold a book, where to find the front cover, title, author, pictures, and words. Children learn all of this when adults point out key features while reading aloud.
Children will begin to emulate skilled readers, but they are still essentially nonreaders.
“…they can pretend to read stories they have heard many times, and they can guess words from pictures. However, all of their feats of reading are performed by using cues that do not involve the alphabetic system.”
In this phase of development, children may appear to read words, but they do so by remembering visual features, rather than by connecting letters to the spoken sounds they represent. For example, a child may “read” stop on a stop sign because they recognize the red octagon it’s printed on or because they see the squiggly shape of the letter S.
Concepts of print
Alphabet knowledge
Letter–sound associations (commonly referred to as phonics )
Phonological awareness
To become a skilled reader, a child must learn how the words he or she hears and says are represented by the print on the page. A child must also become aware that words are made up of individual sounds ( phonemic awareness ). This understanding is essential for efficient reading.
| mat | ax | laugh | |
|---|---|---|---|
| Letters in the word | 3 | 2 | 5 |
| Phonemes (sounds) in the word | 3 /m/ /a/ /t/ | 3 /a/ /k/ /s/ | 3 /l/ /a/ /f/ |
Skilled readers instantly recognize letters (in a variety of fonts) and they know how those letters can be grouped to represent the ~44 phonemes (opens in a new window) (sounds) of spoken English.
Efficient readers do not memorize words based on sight. They match the letters to the sounds those letters make. Readers can differentiate between visually similar words (stop and slop) because they instantly recognize letters and because they know which features to ignore (stop and STOP are the same word, no matter the font or handwriting).
Teaching About Books and Words
Assessments to Monitor Learning
Helpful Tips
Children use the letter sounds they have learned along with context to recite familiar books and memorize repetitive words. In this stage, children primarily pay attention to the first and last letters of words when reading and when writing.
To say the sounds for each letter in a word (/s/ /t/ /o/ /p/) and blend those four sounds together to read (stop).
Children begin with short words (such as at, up), progress to three-letter words that have a vowel in the middle (cat, bet, sip, jog), and then move on to more complicated spellings.
Some children quickly abandon guessing strategies and apply what they know about letter-sound relationships to their reading with relatively little instruction.
A majority of children require explicit instruction to make this leap, and some need many repetitions in order to cement their learning.
“Fortunately, because English is an alphabetic writing system, students can efficiently read many words once they learn how to use the relationships between letters and sounds. Unfortunately, however, switching from using context to using spelling-sound strategies is both unnatural and difficult for many students. Among the reasons for this is a lack of understanding that spoken words are made up of sound units (phonemes) and that the arrangements and varieties of phonemes correspond to the print they see on a page. A successful decoding program raises students’ awareness, understanding, and use of phonemes and establishes the relationships between letters, sounds, and spellings.”
Reading at this stage is often a slow and laborious process. Listening to children sound out words can challenge our patience. Skilled readers instantly recognize the words and want children to do so, too. But if we ask a beginning reader to read quickly, he or she will revert to an earlier stage of development and will begin to guess words using initial sounds and context. Patience and calm determination are key, both for the child and the adult!
Paying attention to every letter of every word is essential to developing the automatic recognition of words, which teachers often call “ sight words ” (for more: learn about orthographic mapping (opens in a new window) ). Slow, accurate reading will become quick and efficient once a child has had enough practice sounding out words.
Teaching About Words
Provide texts your child can read using the phonics they know (sources for decodable texts) To progress through this stage of reading development, children must learn to attend to every letter in every word.
Avoid predictable texts, which prompt children to recite a pattern and use pictures to guess unknown words. See: What’s wrong with predictable or repetitive texts (opens in a new window) . Guessing and checking is an inefficient way to read, but some instructional materials perpetuate the difficulty.
Assessments to Monitor Learning
Helpful Tips
Readers can sound out unfamiliar words, they invent spellings that represent all the sounds in words, and they can remember correct spellings of words better than in the previous stages of development.
Children at this stage of development are able to remember more complicated spelling patterns for future encounters with a word when reading or for writing.
They may also begin to teach themselves new spelling patterns, inferring conventions in English spelling that they have not yet been taught.
“The final stage of reading acquisition is characterized by automaticity — the quick and effortless recognition of most words. A key instructional strategy for building this automaticity is massive amounts of reading practice at levels where decoding accuracy is at or above 95 percent. To achieve such accuracy, students must use spelling patterns to decode.”
Fluency consists of accurate reading, at an appropriate rate , with suitable expression. It develops as a result of an enormous amount of reading practice.
Reading fluently supports reading comprehension .
As a child’s reading begins to sound more like talking, his or her comprehension increases and that makes reading more enjoyable (both for the child and the adult listening!) You may need to teach your child how to read with attention to punctuation (e.g. pausing for commas) and typography (e.g. getting a little LOUDER when text is in all caps). A short lesson and plenty of time to practice on a variety of texts can yield big gains.
Reading practice builds reading stamina, so the more your child reads, the more he or she will want to read. You can help your child grow to love reading by providing authentic purposes for reading and writing (e.g. to learn more about a topic of interest) and by helping your child find books he or she enjoys.
Teaching and Practice for Reading With Greater Ease
Assessments to Monitor Learning
Helpful Tips
There are two strands to reading:
Any work you do with your child that builds his or her vocabulary, background knowledge, understanding of printed words and spelling, is teaching reading.
Working together and enjoying the process is more helpful to your child’s reading development than battling over the completion of worksheet packets. Your child is lucky to have an adult who is taking the time to understand and facilitate his or her development as a reader.
As you explore reading instruction for each phase of reading development, remember:
When you talk, read aloud, sing songs, and learn new things with your child, you are a reading teacher.
