characteristics of emergent reader
DESCRIPTION
Stage of the reading processTRANSCRIPT
Emergent Reader and Emergent Writer
Characteristics of An Emergent Writer
• Emergent Reading – pertains to the first stage in a child’s growth toward literacy.
Particularly , this stage relates to the beginning experiences or the child’s first experiences with print in the home and continues through early years of formal schooling.
• However, this reading behavior does not begin at a particular age but emerges continually, thus the term called emergent reading.
Harris and Hodges (1981)
• Refer to this period of acquiring the specific skills and abilities that allow reading to take place as preparedness allows him/her to cope with a learning task.
This is significantly determined by a complex pattern of:
• Intellectual
• Motivational
• Maturational
• Experiential factors
Further, reading readiness is viewed as a set of:
• Social
• Emotional
• Physical
• Cognitive competencies
• Since the beginning of emergent reading is not determined at a particular age, it is helpful to recognize the various stages of reading development that a child undergoes and to monitor his/her progress through these stages.
• Children pass through stages at different levels of maturity. Similarity, not all children pass through all stages of reading, all at the same time and in the same order. Most significantly, each child is identified as an individual emergent reader developing at his/her own pace and rate.
Stages of 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 of 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. Therefore, an individual reader maybe identified in terms of his readiness, skills and own pace.
• Marie Clay (1991) and Fountas and Pinnell (2001) have noted five main stages of literacy development that relate to both reading and writing.
Stage 1 – Emergent Readers
• The age of emergent readers generally ranges from 2-7 years old. They begin to familiarize themselves with the concepts of print related 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 also develop an understanding that the printed word carries the meaning of a story.
• They begin to make text-to-world connections and may be able to extend on what is written on the page.
Stage 2 – Early Readers
• Picking up from the concepts attained as an emergent reader, early readers now begin to rely more heavily on the printed text than on the pictures in a book.
• Most often, they begin to developed word recognition strategies such as:
• Monitoring
• Searching
• Cross-checking
• Self-correction.
• This type of readers also begins to develop a data bank of sight words that allows them to read with increased speed as they are read more often in phrases rather than single words.
• As a general rule, early readers are between the ages of 5-7. Because readers develop at varying rates, a teacher may have a class containing both emergent and early readers as well as readers in the next development stage, the transitional reader.
Stage 3- Transitional Readers
Transitional readers make the leap into fluent reading as they are generally able to read in meaningful phrases with comfortable pace and appropriate voice intonation. Transitional readers are able to read more lengthy texts with the little reliance on pictures for text meaning, these readers tend to range from5 to 7 years.
Stage 4- Self-Extending Readers
Readers, progress into reading independence in the fourth developmental stage. They often read a variety of textual genres and use reading as a tool for gaining new knowledge or building upon existing knowledge. This type of readers are able to read more complex texts and begin to read for variety of purposes. Often these readers range in age from 6 to 9 years of age.
Stage 5- Advanced Readers
Advance readers are those readers who have attained a level of mastery with reading. They are generally over the age of 9 and have become proficient in reading and in comprehending various text sources. They enjoy reading and use reading as means of gaining knowledge and in comprehending various text sources. They can also read fluently and can interpret texts at both concrete and inferential level. Advanced readers connect what they have read to themselves to other texts and to the world around them. They have internalized a series of reading strategies that are used interchangeably as they read different texts.
Beginning readerBasic concepts of printPicture-analysisSound-letter recognition
Word recognition
Sight words
Print reading
Gradual speed in reading
Towards fluent reading
Reading of lengthy texts
Little reliance in pictures
Independent reading
Reading various texts
Reading for information
Mastery in readingProficient comprehensionReading for informationReading for pleasureInferential readingInterpretive readingInternalized reading strategies
Emergent reader
Early Reader
Transitional reader
Self-extending reader
Advanced reader
Stages of the Reading Process
Factors that influence the
development of an Emergent Reader
Perceptual Factors
developed sensory skills and visual and auditory discrimination
left to right eye progression
stimulated awareness and manipulation of objects/toys
emulates adult reading behavior
Oral Language Factors
has a great deal of oral language
has well-developed aural/oral language skills
Uses descriptive language
Cognitive Factors
conscious understanding about language
has emerging ability to think
uses trial and error to discover new things
expanding memory
imaginative or creative
Affective Factors
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 Environmen
t Factors
Has access to print materials
Has parents who are habitual readers themselves
Has social interaction with parents and peers
Has pleasant environment for reading