characteristics of readers at different stages

Characteristics of Readers Characteristics of Readers at Different Stagesat Different Stages

Created by Mrs. Jo-Ann Howard

Emergent ReadersEmergent ReadersPreschool to Early Grade 1Preschool to Early Grade 1

DRA Levels: A-6DRA Levels: A-6

Understand that print Understand that print contains a consistent contains a consistent messagemessage

Recognize some high-Recognize some high-frequency words, frequency words, names, and simple names, and simple words in contextwords in context

Use pictures to predict Use pictures to predict meaningmeaning

Attend to left-to-right, Attend to left-to-right, top-to-bottom top-to-bottom directionality and directionality and features of printfeatures of print

Identify some initial and Identify some initial and ending sounds in wordsending sounds in words

Can be prompted to Can be prompted to check for accuracy check for accuracy

Use prior knowledge and Use prior knowledge and their own experiences to their own experiences to make meaningmake meaning

Use repetitive story Use repetitive story patterns and language patterns and language to help with fluency and to help with fluency and to support their efforts to support their efforts to attend to unknown to attend to unknown wordswords

Emergent ReadersEmergent Readers

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Early ReadersEarly ReadersKindergarten through First GradeKindergarten through First Grade

DRA Levels: 3 -16DRA Levels: 3 -16 Recognize most high-Recognize most high-frequency words and many frequency words and many simple wordssimple words

Use pictures to confirm Use pictures to confirm meaningmeaning

Can figure out most simple Can figure out most simple words using meaning, words using meaning, syntax, and phonicssyntax, and phonics

Use known spelling Use known spelling patterns to figure out new patterns to figure out new wordswords

Are becoming more skilled Are becoming more skilled at monitoring, cross-at monitoring, cross-checking, and self-checking, and self-correcting readingcorrecting reading

Are gaining control of Are gaining control of reading strategiesreading strategies

Use their own Use their own experiences and experiences and background knowledge background knowledge to predict meaningto predict meaning

Can retell a story or Can retell a story or recount things they’ve recount things they’ve learnedlearned

Occasionally use story Occasionally use story language in their writing, language in their writing, especially at the especially at the beginning of a piecebeginning of a piece

Early ReadersEarly Readers










Transitional ReadersTransitional ReadersKindergarten through Grade 2Kindergarten through Grade 2

DRA Level: 18-28DRA Level: 18-28

Recognize an increasing Recognize an increasing number of words, many number of words, many of which are “difficult” of which are “difficult” or content-relatedor content-related

Integrate meaning. Integrate meaning. Syntax, and phonics Syntax, and phonics more consistentlymore consistently

Have a variety of ways Have a variety of ways to figure out unfamiliar to figure out unfamiliar wordswords

Can summarize texts Can summarize texts they’ve readthey’ve read

Can generally read Can generally read independent level text with independent level text with fluency, expression, and fluency, expression, and proper phrasingproper phrasing

Are beginning to handle Are beginning to handle longer, more complex text longer, more complex text with short chapters and with short chapters and more interesting charactersmore interesting characters

Are growing more aware of Are growing more aware of story and text structures, story and text structures, and can use mapping and can use mapping strategies to help organize strategies to help organize their thinkingtheir thinking

Transitional ReadersTransitional Readers




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Fluent ReadersFluent ReadersGrades 1 through 5Grades 1 through 5DRA Levels: 30-44DRA Levels: 30-44

Identify most words Identify most words automaticallyautomatically

Consistently monitor, Consistently monitor, crosscheck, and self-crosscheck, and self-correct readingcorrect reading

Read chapter books with Read chapter books with good understandinggood understanding

Offer their own Offer their own interpretations of text, interpretations of text, based on personal based on personal experiences and prior experiences and prior reading experiencesreading experiences

Read for a variety of Read for a variety of purposespurposes

May read a variety of May read a variety of genres independentlygenres independently

May respond to text by May respond to text by offering examples from offering examples from their own lives, or by their own lives, or by making connections to making connections to other books they’ve read other books they’ve read or books by the same or books by the same authorauthor

Respond to the author’s Respond to the author’s craft and may try to craft and may try to mimic it in their own mimic it in their own writingwriting

Fluent ReadersFluent Readers













Early Emergent ReadersEarly Emergent ReadersBook SelectionBook Selection

Requires others to Requires others to select and read select and read texttext

Reads familiar Reads familiar texts with supporttexts with support

Reads DRA text Reads DRA text levels A-1 levels A-1

Below 90% Below 90% accuracyaccuracy

Later Emergent ReadersLater Emergent ReadersBook SelectionBook Selection

Relies on others to Relies on others to select and introduce select and introduce new textsnew texts

Reads a few familiar Reads a few familiar texts independently texts independently and new texts with and new texts with much supportmuch support

Reads DRA text Reads DRA text levels A-2 at 90% levels A-2 at 90% accuracy or aboveaccuracy or above

Early Emergent ReadersEarly Emergent ReadersObservable Reading BehaviorsObservable Reading Behaviors

Is uncertain about Is uncertain about directionalitydirectionality

Points to words; Points to words; inconsistent one-to-inconsistent one-to-one matchone match

Relies on others to Relies on others to monitor readingmonitor reading

Is uncertain about Is uncertain about letters and wordsletters and words

Invents storyInvents story

Later Emergent ReadersLater Emergent ReadersObservable Reading BehaviorsObservable Reading Behaviors

Moves left to right on one Moves left to right on one line of textline of text

Points to words; Points to words; consistent one-to-one consistent one-to-one matchmatch

Monitors using 1 or 2 Monitors using 1 or 2 known words (e.g. is, no, known words (e.g. is, no, yes)yes)

Locates words and lettersLocates words and letters ““Reads” using picture Reads” using picture

and/or language cuesand/or language cues

Emergent ReadersEmergent Readers











““Early” Early ReadersEarly” Early ReadersBook Selections and Sustained Book Selections and Sustained

ReadingReading Selects new text Selects new text

with supportwith support Reads some familiar Reads some familiar

texts independently texts independently and new texts with and new texts with supportsupport

Reads DRA text Reads DRA text levels 3-6 at 94% levels 3-6 at 94% accuracy or aboveaccuracy or above

Later Early ReadersLater Early ReadersBook Selection and Sustained ReadingBook Selection and Sustained Reading

Selects new text Selects new text with moderate with moderate supportsupport

Reads most familiar Reads most familiar texts independently texts independently and new texts with and new texts with moderate supportmoderate support


““Early” Early ReadersEarly” Early ReadersPreviewing and PredictingPreviewing and Predicting

Gathers limited Gathers limited information from information from the teacher’s the teacher’s introductions and introductions and the picturesthe pictures

Comments briefly Comments briefly about each event about each event or action when or action when previewing picturespreviewing pictures

Later Early ReadersLater Early ReadersPreviewing and PredictingPreviewing and Predicting

Gathers some Gathers some information from information from the teacher’s the teacher’s introduction and the introduction and the picturespictures

Connects 1 to 2 Connects 1 to 2 events or actions events or actions when previewing when previewing the pictures (e.g. the pictures (e.g. and, then, now)and, then, now)

““Early” Early ReadersEarly” Early ReadersOral Reading and Use of StrategiesOral Reading and Use of Strategies

Reads word by wordReads word by word Reads with no Reads with no

intonation; intonation; monotonemonotone

At difficulty stops, At difficulty stops, relying on support relying on support to problem-solve to problem-solve unknown wordsunknown words

Detects no miscuesDetects no miscues

Later Early ReadersLater Early ReadersOral Reading and Use of StrategiesOral Reading and Use of Strategies

Reads word by word Reads word by word with some short with some short phrasesphrases

Reads with little Reads with little intonation; rather intonation; rather monotonemonotone

At difficulty, initiates At difficulty, initiates problem-solving of a problem-solving of a few unknown wordsfew unknown words

Self-corrects a few Self-corrects a few significant miscuessignificant miscues

““Early” Early ReadersEarly” Early ReadersComprehensionComprehension

Very little ComprehensionVery little Comprehension Using RetellingUsing Retelling Answering QuestionsAnswering Questions

Later Early Readers Later Early Readers ComprehensionComprehension

Some Comprehension:Some Comprehension: Through RetellingThrough Retelling Answering QuestionsAnswering Questions

Early ReadersEarly Readers










Early Transitional ReadersEarly Transitional ReadersBook Selection and Sustained ReadingBook Selection and Sustained Reading

Selects new text with Selects new text with limited supportlimited support

Reads familiar and Reads familiar and some new easy texts some new easy texts independentlyindependently


Later Transitional ReadersLater Transitional ReadersBook Selection and Sustained ReadingBook Selection and Sustained Reading

Selects new texts Selects new texts that are “just right” that are “just right” most of the timemost of the time

Reads many new Reads many new easy texts easy texts independentlyindependently


Early Transitional ReadersEarly Transitional ReadersPreviewing and PredictingPreviewing and Predicting

Gathers pertinent Gathers pertinent information from information from the teacher’s the teacher’s introduction and the introduction and the picturespictures

Connects events or Connects events or actions when actions when previewing pictures previewing pictures with little or no with little or no promptingprompting

Later Transitional ReadersLater Transitional ReadersPreviewing and PredictingPreviewing and Predicting

Gathers limited Gathers limited information from information from teacher’s teacher’s introduction, introduction, paragraphs read paragraphs read aloud, and self-aloud, and self-initiated previewinitiated preview

Predicts the next Predicts the next possible event or possible event or action; identifies 1 action; identifies 1 to 2 topicsto 2 topics

Early Transitional ReadersEarly Transitional ReadersOral Reading and Use of StrategiesOral Reading and Use of Strategies

Reads in short phrases Reads in short phrases most of the timemost of the time

Reads with some Reads with some intonation; some intonation; some attention to attention to punctuation; punctuation; monotone at timesmonotone at times

At difficulty, uses 1 to At difficulty, uses 1 to 2 cues to problem-2 cues to problem-solve unknown wordssolve unknown words

Self-corrects some Self-corrects some significant miscuessignificant miscues

Later Transitional ReadersLater Transitional ReadersOral Reading and Use of Strategies Oral Reading and Use of Strategies

Reads in longer phrases Reads in longer phrases at times; inconsistent at times; inconsistent raterate

Adjust intonation to Adjust intonation to convey meaning at convey meaning at times; attends to times; attends to punctuation most of the punctuation most of the timetime

At difficulty, uses At difficulty, uses multiple cues to problem-multiple cues to problem-solve unknown wordssolve unknown words

Self-corrects most Self-corrects most significant miscuessignificant miscues

Transitional ReadersTransitional ReadersComprehensionComprehension

Adequate Comprehension:Adequate Comprehension: Using RetellingUsing Retelling Answering QuestionsAnswering Questions

Transitional ReadersTransitional Readers




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Early Fluent ReadersEarly Fluent ReadersBook Selection and Sustained ReadingBook Selection and Sustained Reading

Selects a variety of Selects a variety of “just right” texts“just right” texts

Reads new genres Reads new genres with moderate with moderate supportsupport

Reads DRA text Reads DRA text level 28-34 at 94% level 28-34 at 94% accuracy or aboveaccuracy or above

Later Fluent ReadersLater Fluent ReadersBook Selection and Sustained Book Selection and Sustained

ReadingReading Selects a variety of Selects a variety of

“just right” texts for “just right” texts for varying purposesvarying purposes

Reads new genres Reads new genres with limited supportwith limited support


Early Fluent ReadersEarly Fluent ReadersPreviewing and PredictingPreviewing and Predicting

Gathers some Gathers some information from information from teacher’s introduction, teacher’s introduction, paragraphs read aloud, paragraphs read aloud, and self-initiated and self-initiated previewpreview

Predicts several Predicts several possible events or possible events or actions with prompting; actions with prompting; identifies some topics identifies some topics with promptingwith prompting

Later Fluent ReadersLater Fluent ReadersPreviewing and PredictingPreviewing and Predicting

Gathers pertinent Gathers pertinent information from information from teacher’s introduction, teacher’s introduction, paragraphs read aloud, paragraphs read aloud, and self-initiated and self-initiated previewpreview

Predicts several possible Predicts several possible events or actions events or actions without prompting; without prompting; identifies most topics identifies most topics without promptingwithout prompting

Early Fluent ReadersEarly Fluent ReadersOral Reading and Use of Oral Reading and Use of

StrategiesStrategies

Reads in longer Reads in longer phrases most of the phrases most of the time; adequate ratetime; adequate rate

Adjusts intonation to Adjusts intonation to convey meaning; convey meaning; attends to punctuationattends to punctuation

At difficulty, uses At difficulty, uses efficient cues to efficient cues to problem-solve problem-solve unknown words most of unknown words most of the timethe time

Self-corrects most Self-corrects most significant miscues significant miscues quicklyquickly

Later Fluent ReadersLater Fluent ReadersOral Reading andOral Reading and Use of Use of

StrategiesStrategies Reads in longer, Reads in longer,

meaningful phrases; rate meaningful phrases; rate adjusted appropriatelyadjusted appropriately

Begins to explore subtle Begins to explore subtle intonation that reflects intonation that reflects mood, pace, and tensionmood, pace, and tension

At difficulty, uses At difficulty, uses efficient cues to efficient cues to problem-solve unknown problem-solve unknown words quicklywords quickly

Self-corrects all Self-corrects all significant miscues significant miscues quicklyquickly

Fluent ReadersFluent ReadersComprehensionComprehension

Very good comprehension:Very good comprehension: Using retellingUsing retelling Answering questionsAnswering questions

Fluent ReadersFluent Readers





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