Development The Major Qualitative Characteristics and How They Are Acquired
Revised from a PPTX
by Brenda Smith & LeeAnn Morris Bridging the Gap: College Reading (9th ed.) 1 From Cambridge University fi yuo cna raed tihs, yuo hvae a "sgtrane" mnid. Cna yuo raed tihs?
Olny 55 plepoe out of 100 can raed tihs.
I cdnuolt blveiee taht I cluod aulaclty uesdnatnrd waht I
was rdanieg. The phaonmneal pweor of the hmuan mnid! Aoccdrnig to a rscheearch sdtuy at Cmabrigde Uinervtisy, it deosn't mttaer in waht oredr the ltteers in a wrod are, the olny iprmoatnt tihng is taht the frist and lsat ltteer be in the rghit pclae. The rset can be a taotl mses and you can sitll raed it wouthit a porbelm.
Tihs is bcuseae the huamn mnid deos not raed ervey lteter by istlef, but the wrod as a wlohe. Amzanig huh? yaeh and I awlyas tghuhot slpeling was ipmorantt! if you can raed tihs psas it on!! 2 3 Factors Influencing Acquisition of Reading Ability
4 Stage 0: Pseudo Reading
Preschool (ages 6 months to 6 years)
5 Stage 0 l Major Qualitative l Pretend reading l Retells story from Characteristics pictures and Masteries by l Names alphabet End of Stage letters l Prints own name l Plays with books, pencils, paper
6 Stage 0 l Being read to by someone who responds to childs interest How Acquired l Being provided with books, paper, pencils, letters, time
7 Stage 0 l Most can understand childrens picture books and stories read to them
Relationship l Can understand
of Reading thousands of the words they hear by to Listening age 6, but can read few if any of them
8 Stage 1: Initial reading and decoding
Grade 1 and beginning Grade 2
(ages 6 and 7)
9 Stage 1 lMajor l Learns relation between letters and sounds and Qualitative between printed and Characteristics spoken words l Able to read simple text and Masteries containing high-frequency by End of words and phonically regular words Stage l Sounds out new one- syllable words
10 Stage 1 l Direct instruction and practice in letter-sound relationships l Reading of simple stories using simple phonic How patterns and high frequency words
acquired l Being read to at a higher
level to develop advanced language patterns, new words, and ideas
11 Stage 1 l Childs reading level is much below the language that is understood when heard
l At end of stage, most
Relationship of children understand Reading to 6,000 or more words but can read only Listening about 600. 12 Stage 2: Confirmation and Fluency
Grades 2 and 3 (ages 7 and 8)
13 Stage 2 l Major Qualitative l Reads simple stories with increasing Characteristics fluency and Masteries by End of Stage l Learns to consolidate decoding, sight vocabulary, & meaning context to read stories and selections
14 Stage 2 l Direct instruction in advanced decoding skills l Wide reading w/ instructional and independent materials lHow acquired l Being read to at levels above their own to develop language, vocabulary and concepts 15 Stage 2 l About 3,000 words can be read
l 9,000 or more words
in listening vocabulary
lRelationship of l Listening is still more
Reading to effective than reading Listening 16 Stage 3: Reading for Learning the New
Grades 4-8 (ages 9-13)
17 Stage 3: Phase A & B
A. Intermediate, grades 4-6
B. Junior high school, grades 7-9
18 Stage 3 lMajor l For the first time, may be responsible for reading Qualitative independently to -learn new ideas, Characteristics -gain new knowledge, and Masteries -experience new feelings by End of and attitudes
Stage l Generally from one
viewpoint
19 Stage 3 l Reading/studying textbooks, reference works, trade books, newspapers, magazines l Being exposed to lHow Acquired unfamiliar vocabulary and syntax l Systematic study of words l Reacting to text through discussions and writing l Reading of more complex fiction, non-fiction, etc. 20 Stage 3 l At beginning, listening comprehension is still more effective than reading l By the end, reading and listening are about equal lRelationship of l For good readers, Reading to reading is more efficient Listening 21 Stage 4: Multiple Viewpoints
High school, grades 10-12
(ages 15-17)
22 Stage 4 lMajor l Reading widely from a broad range of Qualitative complex materials-- Characteristics expository and and Masteries narrative by End of Stage l Able to deal with multiple viewpoints
23 Stage 4 l Wide reading and study of science and humanities as well as newspapers and magazines lHow Acquired l Systematic study of words and word parts
l Formal and creative
writing 24 Stage 4 l Reading comprehension is better than listening comprehension of difficult material
lRelationship of l For poorer readers,
listening Reading to comprehension may Listening be equal to reading
25 Stage 5: Construction and Reconstruction
College and beyond
(age 18+)
26 Stage 5 lMajor l Reading is used for ones own needs and Qualitative purposes Characteristics l Serves to integrate and Masteries ones knowledge with that of others to by End of synthesize and create Stage new knowledge l It is rapid and efficient
27 Stage 5 l Wide reading of ever more difficult materials
lHow Acquired l Writing papers, tests,
essays that call for integration of varied knowledge and points of view
28 Stage 5 l Reading is more efficient than listening
lRelationship of Reading to Listening 29 Implications: l Stage 3 is necessary for the industrial workplace l Stage 4 is an absolute for the informational age l Many readers never get beyond Stage 3 and most reading instruction ends before students are adept at Stage 3 skills l Most remediation is done in Stage 1 and Stage 2 as well as Stage 3A l 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 30
