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Challs Reading Stages: Unlocking the Code

Stage 0--Pseudo reading (Preschool) Stage 1--Decoding (Ages 6-7) Stage 2--Confirmation and Fluency (Ages 7-8) Stage 3--Reading for Learning the New
(Ages 9-13)

Stage 4--Multiple Viewpoints (Ages 14-18) Stage 5--Construction and Reconstruction

(Ages 18 and Above)
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What is reading?
Reading is making meaning out of print--independently.

Reading is Developmental
Ages and grades given are for normal

development We all go through the same stages just at different rates So instruction proceeds at different rates depending on the learner Instruction is similar regardless of the age of the student

Stage 0
Begins at or before birth

Pseudo-reading
Re-telling

Using pictures
Recalling Developing phonemic awareness

Otherwise known as Emergent Reading

According to our definition of reading, why would Chall call this Stage 0?

Emergent Reader Characteristics (Ages 2-4)

Remembers words by visual characteristics Does not understand that letters represent

speech sounds
Recognition of words is context-bound

Emergent Reader (Ages 2-4)

Child Knows Needs to Learn Strategies

Emergent Reader (Ages 2-4)

Child Knows
A few alphabet letters

Needs to Learn
All alphabet letters

Strategies

Alphabet matching, naming, ordering

Emergent Reader (Ages 2-4)

Child Knows
Concepts of print

Needs to Learn
Letter-sound connections

Strategies

Keyword association; feeling the sound; sorting words by sound; building words with letter cards
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Emergent Reader (Ages 2-4)

Child Knows
How a story goes

Needs to Learn

Strategies

Retelling, Wordless describing, books, created connecting to books, shared own experience reading

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Stage One: Initial Reading or Decoding Grades 1-2, Ages 6-7

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Stage One: Initial Reading or Decoding Grades 1-2, Ages 6-7

Learning sound-symbol correspondences
Figuring out syllables, multi-letter

combinations Considered glued to the print until automaticity is gained, then they can leave the print
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 Becomes aware that letters correspond to

speech sounds
Sounds out beginning consonants and spells

some sounds in words

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Decodes simple words by using phonics

Glued to print until fluency develops Spells phonetically Reads preprimer level

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Early Alphabetic (Ages 4-5)

Child Knows Needs to Learn Strategies

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Early Alphabetic (Ages 4-5)

Child Knows
50 words by sight

Needs to Learn

Strategies

100 to 150 sight Build a file box words for words

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Early Alphabetic (Ages 4-5)

Child Knows
Consonant sounds in beginning of words

Needs to Learn

Strategies

Blending letter- Recognition sounds through and spelling of a new written phonic patterns word in one-syllable words; reading decodable text
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Early Alphabetic (Ages 4-5)

Child Knows
Blending/segmenting three or four sounds orally

Needs to Learn
Short vowels, silent-e, consonant blends, digraphs

Strategies

Sorting by spelling pattern; dictation; use in sentences

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Early Alphabetic (Ages 4-5)

Child Knows
Attempts to write sentences under pictures

Needs to Learn
To write in complete sentences

Strategies

Create own books; sentence frames; elaboration of subject and predicate; making questions
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Early Alphabetic (Ages 4-5)

Child Knows
How to write letters slowly

Needs to Learn

Strategies

To write letters Practice writing fluently whole alphabet

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Later Alphabetic (Ages 5-6)

Child Knows Needs to Learn Strategies

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Later Alphabetic (Ages 5-6)

Child Knows
Short vowel patterns, silent e, digraphs, blends

Needs to Learn
Vowel teams, diphthongs, r-controlled forms, syllable patterns

Strategies

Word sorting, building w/ letter cards, reading words with a partner, nonsense word decoding; practice in decodable text

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Later Alphabetic (Ages 5-6)

Child Knows
Reads word by word

Needs to Learn

Strategies

Fluency to 60- Partner reading, 70 words per rereading easy minute in graded books, taped text reading at easy level
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Later Alphabetic (Ages 5-6)

Child Knows Needs to Learn Strategies

Sight Recognition vocabulary +100 vocabulary +200

Computer practice; cloze exercises; word games; multisensory techniques

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Later Alphabetic (Ages 5-6)

Child Knows
Enjoys being read to

Needs to Learn
Independent reading

Strategies

Take-home books, graphs of books read

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Later Alphabetic (Ages 5-6)

Child Knows
Writes with no plan

Needs to Learn
Plan and organize ideas for writing

Strategies

Use graphic organizers for sequencing ideas, writers chair for audience connection
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Stage Two: Confirmation, Fluency, Ungluing from Print: Grades 2-3, Ages 7-8
Confirming what is already known, not to learn

new information Use decoding knowledge and redundancies to read Gain courage, skill in using context and gain fluency and speed More guessing and risk-taking Need to read many familiar books
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Orthographic Stage Characteristics (Ages 7-8)

Recognizes print patterns and chunks
Reads word endings, 2-syllable words Develops fluency up to 80-100 wpm

Uses context to self-correct and learn new word

meanings

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Orthographic Stage (Ages 7-8)

Child Knows Needs to Learn Strategies

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Orthographic Stage (Ages 7-8)

Child Knows
Beginning to read with fluency (60-80 wpm)

Needs to Learn

Strategies

Increase fluency Rereading to 80+ wpm familiar books, alternate oral reading with partner, tape reading
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Orthographic Stage (Ages 7-8)

Child Knows
Writes more than one sentence but no logical structure

Needs to Learn
To use connecting words and paragraph sequence

Strategies

Supply connecting words to unlinked sentences

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Orthographic Stage (Ages 7-8)

Child Knows
Spells regular,onesyllable words and 50-100 basic sight words

Needs to Learn
To spell compounds, words with endings, vowel team words, more variant patterns

Strategies

Word sort; teststudy-test in organized program; use in writing and proofreading

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Orthographic Stage (Ages 7-8)

Child Knows
Overuses common vocabulary

Needs to Learn
More variety in speaking, writing, reading

Strategies

Antonyms, synonyms, classification, definition, context use

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Orthographic Stage (Ages 7-8)

Child Knows
Unfamiliar with punctuation beyond the period and question mark

Needs to Learn
Use of comma, capitals, exclamation, quotations

Strategies

Dictations, proofreading, group composition

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Orthographic Stage (Ages 7-8)

Child Knows
Writes about own experiences in train of thought style

Needs to Learn
Gain more control over flow of ideas, use a plan

Strategies

Stages of writing process encouraged individually and modeled by teacher

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Orthographic Stage (Ages 7-8)

Child Knows
Retells without summarizing or extracting main idea

Needs to Learn
To paraphrase, summarize, predict, question, connect

Strategies

Guided discussion, reader response, teacher modeling of strategies

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Stage Three: Reading for Learning the New (Ages 9-13)

Stages 1 & 2--concerned more with the

relating of print to speech and, finally, the mastery of print Stage 3--concerned more with the relating of print to ideas and the mastering of ideas Reading can finally become a better means of learning new things compared to listening and watching
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Stage Three: Reading for Learning the New (Ages 9-13)

Stage 3: Doesnt usually require special

knowledge to read informational materials; subject matter is introductory

Stage 3: Grow in ability to analyze what is

read and to react critically to different viewpoints

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Stage Three: Reading for Learning the New (Ages 9-13)

Vocabulary growth through morphological study

is important Text structure must be addressed Graphic organizers should be introduced Study skills should be taught Usually only one point of view can be conceived at a time

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Stage Four: Multiple Viewpoints: (Ages 14-18)

Dealing with more than one point of view
Layers of facts and concepts

Builds upon knowledge learned earlier

Pattern recognition of different ideas and

points of view

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Stage Five: Construction and Reconstruction--A World View (Ages 18 and above)
From reading and from what others say, reader

constructs knowledge for him/herself Uses analysis, synthesis, and evaluation of what is read and known Previous knowledge makes rapid reading rate possible If texts and ideas are unfamiliar, a slower, studytype pace is needed

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Implications:
Stage 3 is necessary for the industrial workplace Stage 4 is an absolute for the informational age Many readers never get beyond Stage 3 and most

reading instruction ends before students are adept at Stage 3 skills Most remediation is done in Stage 1 and Stage 2 as well as Stage 3 However, Stage 3 depends so heavily on adequate Stage 1 & 2 skills that decoding and fluency may be more important for older students whose comprehension seems low
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THE END

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How tired I am of this

unbearable distance between us; How I long for the toll of the recess bound; Have you forgotten me, grown mindless of me; Tell me I am not writing into an