Emergent readers age
Learning About Your Child’s Reading Development
What Should Children Learn?
Learning to read is difficult and does not happen naturally. It requires explicit and systematic instruction, which is especially important for struggling readers. Learning to read involves many different skills that must be taught to your child. Instruction in phonological awareness, phonics, fluency, vocabulary, and comprehension will help your child learn to read. Young children often need explicit instruction in phonological awareness and phonics. Your child needs to be able to sound out words correctly and quickly to understand what she reads. As children get older, the need for this instruction typically lessens unless they continue to struggle with these skills. Teaching vocabulary and comprehension also begins when your child is young and continues throughout the school years. Your child’s reading comprehension can also improve when she writes about what she reads.
Why Is It Important?
Being informed about the parts of literacy, how children learn to read, and why they might struggle can help you make better decisions about your child’s education. Research shows that when schools, teachers, and families are well-informed, children make greater gains in reading and writing.
How Do Children Typically Develop in Reading?
Children typically move through several stages as they learn to read:
- Emergent readers (usually birth to age six) are learning our sound system and how print works, including letter-sound relationships, and the meaning of stories read to them.
- Early readers (usually age six and seven) are linking speech sounds to letters to make words, learning to decode words, and beginning to make sense of what they read.
- Transitional readers (usually age seven and eight) are usually reading “like they talk” and have strategies to help them decode words and read with understanding, but may still need support with more difficult reading material.
- Fluent readers (usually ages eight and up) are reading independently with confidence and understand longer and more difficult types of material.
They use word parts to figure out words and relate sections of the story to one another. - As fluent readers enter middle and high school, they often read material that has many viewpoints and more complex language and ideas. They draw on what they know from other reading material and experiences to judge what they read and come to conclusions.
For milestones by grade level, please see resources in NCIL’s online repository.
What If I Have Concerns?
Reading difficulties are most common in the earliest stages of reading. Some children continue to struggle or show new difficulties in later grades. Children struggle to read for many reasons. They may have trouble with speech sounds, recognizing words, or understanding what they read. Reading may be hard because children have limited English language ability or experience with print. Also, instruction might not be matched to children’s needs. Schools often use a tiered system of learning support to help children with reading difficulties.
Speak up if you have concerns about your child’s progress at school. Share if there is a family history of reading difficulties. Note if he or she refuses to read, says that reading is hard, or feels embarrassed about reading aloud. Difficulties can be spotted early. Signs include having trouble:
- Noticing and naming rhymes
- Noticing and playing with individual sounds in spoken words
- Quickly naming aloud a series of familiar items, like letters, numbers, or colors
- Sounding out unknown words
- Remembering words seen many times before
- Reading “like you talk” instead of word by word
- Remembering the ideas in a story
- Spelling words correctly
Infographic
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Suggested Citation
Reade, A. & Sayko, S. (2017). Learning about your child’s reading development. Washington, DC: U.S. Department of Education, Office of Elementary and Secondary Education, Office of Special Education Programs, National Center on Improving Literacy.
Retrieved from http://improvingliteracy.org
References
Chall, J. (1983). Stages of Reading Development. New York: McGraw Hill. pp. 10-24.
Hall, S.L., & Moats, L.C. (2002). Parenting a struggling reader: A guide to diagnosing and finding help for your child’s reading difficulties. New York: Broadway Books.
Reading Rockets. Stages of Reading Development. http://www.readingrockets.org/article/stages-reading-development
Related Resources
Literacy Begins at Home
National Institute for Literacy
This checklist is designed to help parents get children ready to read and to better understand literacy skill development for toddlers through grade 3.
Topic: Beginning Reading, Writing
10 Key Reading Practices for All Middle and High Schools
The Meadows Center for Improving Educational Risk
This handbook describes ten reading practices for middle and high schools with strong evidence of effectiveness from high-quality research, including selected grade level descriptions of what students should know and be able to do.
Topic: Vocabulary, Comprehension, Writing, Adolescent Literacy
Put Reading First: Helping Your Child Learn to Read
National Institute for Literacy
This parent guide provides information for helping children learn to read in preschool through grade 3.
Topic: Beginning Reading
Put Reading First: Helping Your Child Learn to Read (Spanish)
National Institute for Literacy
Read a parent guide that provides information for helping children learn to read in preschool through grade 3.
Topic: Beginning Reading, Language Development, Spanish
A Guide to Emergent Readers and Stages of Development – AdaptEd 4 Special Ed, Inc.
Krystie Yeo on
As a teacher, you know each of your students is unique. Never is that more apparent than with developing readers.
But you have lesson plans to propose and an entire class of students to teach.
You don't have time to design a reading development strategy for each of your little readers.
Instead, you need a plan that will meet your students where they are, wherever that may be.
That's where the stages of reading development come in.
From early emergent readers to fluent readers, this simple breakdown helps you understand what stage each of your students is in so you can better meet their needs.
Want to know how to keep your readers on track and engaged?
Check out this guide to designing an instruction plan that addresses student readers of all stages.
What Is an Emergent Reader?
The emergent reader stage is one of the most vital in a student's journey. After all, 65% of 4th-grade students read at or below an early fluent reading level, which is only one step above the emergent reader stage.
Making sure a student progresses beyond emerging reader status with confidence and excitement, then, is important for assuring they improve beyond a basic level of reading comprehension.
Compared to an early emergent reader, emergent readers have learned the alphabet and have a handle on a large vocabulary of CORE words.
They've progressed beyond picture books and books with small regions of text. Now, your emergent readers have a good understanding of phonics and are starting to comprehend word meanings in addition to word sounds.
Emergent readers will typically read books with increasingly larger blocks of text. They can handle more complex sentences and rely less on pictures for comprehension.
While they may read books on familiar topics like home and family life, these stories go into greater depth than their early emergent reader precursors.
What's more, these students will have more confidence in recognizing high-frequency words.
They're venturing into both fiction and non-fiction stories. And most excitingly, emerging readers have begun to discover that reading has many uses and purposes beyond the classroom.
How to Engage and Excite Your Emergent Reader
Engaging and exciting your emergent reader is all about choosing the right books and offering assistance only when needed.
The reasons behind this latter point are twofold.
First, your student needs to know they are supported and that you're there for assistance with sounding out words or comprehending definitions if needed.
But secondly, too much help can actually be detrimental to the child's confidence in their abilities.
They need to know that you think they can read independently. That way, it gives them the space to form their own confidence in reading independently.
The other tips for engaging and exciting your students is a no-brainer.
Choosing the right books that are challenging but not so challenging that the student feels defeated is vital to helping emerging readers move into the next stage of development. Our phonics collection starts at the very beginning.
Here are three books that we think are perfect for your emerging reader:
- A Giraffe and a Half by Shel Silverstein
- Look What I Can Do by Jose Aruego
- Do You Want to Be My Friend? by Eric Carle
The 4 Stages of Reading Development
If you have a student who is still struggling to achieve emergent reader status despite your very best efforts, it's time to return to the four stages of development.
That way, you can see where your student is lagging while also exciting your little reader with all the learning they have to look forward to.
1. Early Emergent Readers
Early emergent readers are just beginning their reading journey.
These students are typically 6 months to 6 years old and are learning the alphabet.
As they advance, these readers begin to recognize the difference in uppercase and lowercase letters.
Aside from the alphabet, early phonics is extremely important during this phase.
Children should be learning the relationship between the way a letter looks and its associated sound, beginning with the differences in vowels and consonants.
You'll know your early emergent reader is on the cusp of becoming an emergent reader when they begin to automatically recognize high-frequency words (core vocabulary words).
Also, your almost-emergent readers will be able to read consonant-vowel-consonant (CVC) words.
2. Emergent Readers
As we mentioned above, emergent readers have learned the alphabet and are beginning to understand early phonics.
They can often read independently with assistance if needed.
You know your emerging reader is moving on to the next stage if they're starting to comprehend word meaning more automatically instead of focusing on word recognition alone.
3. Early Fluent Readers
This stage is where the magic starts to happen. Early fluent readers are typically between the ages of 7 years and 10 years old.
And at this point, not only can students identify word sounds on their own but they can also comprehend those word meanings independently.
These readers should be given books of different varieties now so that they can appreciate the diversity of the form.
This is a great time to introduce students to genre fiction, an excellent way to excite your early fluent readers with fun, engaging stories.
Complete independence while reading and comprehending is a signal that your early fluent reader is ready to progress.
4. Fluent Readers
If your student or child has made it to this stage, congratulations!
Considering that only 34% of 8th graders achieved National Assessment of Educational Progress "Proficient" reader scores in 2018, this is truly an accomplishment for the record books.
A hallmark of this stage is the ability to read aloud with proper pauses for punctuation.
Fluent readers need absolutely no assistance with reading comprehension. And they are starting to actually understand the meaning behind what they read instead of just comprehending word meanings.
At this point, your fluent reader should begin to choose their own books and form preferences about what they like to read.
This is an exciting time in a student's reading development journey. But it's also an exciting point, in general, since becoming a fluent reader is a major pit stop along the road to true independence.
Special Education for Your Struggling Reader
Are your emergent readers struggling to move on to the next stage of development?
Check out AdaptEd's carefully curated selection of books to engage and excite your child or students today!
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Life and work with mistakes
There is one simple idea that makes my life and work much easier. It sounds something like this: "Mistakes are inevitable" . In a particular case: "Everybody sucks" .
This thought has been popping up in different versions for millennia, remember at least: "He who is without sin among you, be the first to throw a stone at her" (c) a well-known historical figure.
It is all the more strange that most people continue to act as if this idea is false or unknown to them.
Among my colleagues, I have met only a few (literally) in whose reasoning the conscious use of this concept is noticeable.
Many use it unconsciously, in particular cases, guided by their intuition and experience of experienced problems. This already makes decisions more accurate and efficient than most, but only in special cases.
The majority seems to live in a parallel universe with different probabilistic laws.
Well, everything would be limited to elementary mistakes in planning, like: “we spent 100600 money instead of 100500 or even instead of 10500”.
Unfortunately, ignoring the nature of errors leads to more significant and, at the same time, less noticeable problems. Entire teams "suddenly" cease to produce any useful work and find themselves in a state of systematic repetition of the situation "we wanted the best, it turned out as always."
At the same time, understanding the nature of errors gives significant bonuses.
From the obvious ability to mow less, to resistance to force majeure and the ability to do certain predictive magic.
I want to talk about the nature of errors and their consequences.
The article turned out to be big.
The first half is a discussion on the topic: "Mistake - what kind of animal is it and what does it look like." If you think you already know this, you can skip ahead to the Consequences chapter.
I recommend reading everything - some consequences may not be clear without the nuances from the first part of the post.
First, let's make sure that we are talking about the same thing.
What is an error
Imagine some ideal being:
- Omniscient - it has complete information about the real state of the universe.
- Timeless - it can instantly calculate the consequences of all options for its actions.
- Methodical - it is always focused on the task being solved, does not get distracted, does not forget.
This creature doesn't make mistakes. Every move he makes is perfect.
Now let's put us and him in the same situation:
- We roughly know what is happening around - it is accurate.
- We can evaluate part of the consequences of actions - that's all.
- We tend to get distracted and forget - the consistency of his thinking is impeccable.
We will call the difference between our action and the action of an ideal being in completely equivalent situations a mistake.
With such a broad interpretation, the difference between concepts that reflect shades of deviation from the ideal is lost. Error, falsehood, jamb, inaccuracy, hack - all these words, in fact, carry a double load: they reflect not only the fact of the error, but also its magnitude.
If a portrait painter makes a brushstroke a millimeter to the left of the desired position, this is an inaccuracy, if a centimeter is an obvious mistake. If the singer makes a mistake by a fraction of a tone, this is false, if by a tone or more, it is an obvious jamb.
For our reasoning, the very fact of the error is important in the first place, and only in the second place is its magnitude. Therefore, for simplicity, I will use the general term "error", explicitly indicating its magnitude where necessary.
Our life is not limited to a single solution. We make a huge number of decisions every day. Many of them are insignificant: how much sugar to put in tea, what time to go to bed, what movie to watch. But each issue, no matter how important, involves several options for action, each of which will create its own version of the future.
We are able to choose from these options. Actually, this is what decision making is about: to assume what each option will lead to and choose the most preferable one.
We can look deeper: two steps forward, three steps, ten steps.
We are actually traveling between futures. How many good options we will fall into depends on our current position in this space and our choice - the direction in which we decide to move.
And that's great: free will, an open path to happiness, success and project completion on time, etc. etc. etc.
There is only one problem: we are not physically able to choose the exact direction of movement .
We're not perfect and won't get anywhere near that in the foreseeable future (although Lem in Sum Tekhnologii has suggested some options).
Our ability is limited:
- We cannot make long-range forecasts without loss of accuracy.
- We cannot know the exact state of affairs.
As a result, our planning capabilities are also limited:
- We cannot define exactly what we want.
- We cannot make a perfect choice.
Let's take a closer look at these problems.
Forecasts are limited
We do not think instantly, so we cannot make full forecasts for the long term.
Thinking about each specific situation, we always have several options for action, each of which leads to more situations.
As a result, a combinatorial explosion occurs, when it takes more time to consider the next planning step than it takes before the planned event itself.
Actually, that's why the complete solution of chess never appeared, although the game doesn't look very diverse: 64 cells, 32 pieces, and not so many options for moving them.
A well-known tale about grains on a chessboard well illustrates such an increase in values.
There are different ways to deal with this:
- By reducing the planning horizon.
- Reducing the amount of information used in the forecast.
- Refusing to enumerate all options (using heuristics, choosing only the most promising ones).
For obvious reasons, each of the options reduces the accuracy of the forecast, which is similar to an increase in its error.
Limited information
In most cases, we do not know all the information about the problem being solved.
There are two important sources of uncertainty in this plan.
First of all, life is not chess (in which the situation on the board is known entirely), and not even poker (when the set of cards in the deck is known). A person can always encounter phenomena that he did not suspect, even if they were right under his nose.
Vivid examples of this phenomenon are the stories of scientists who suffered because of their research. For example, Marie Curie, who undermined her health due to experiments with radiation.
More mundane examples would be constant trouble identifying other people's emotions. Who has not encountered (especially in youth) the unexpected behavior of acquaintances caused by hidden feelings or a banal misunderstanding of each other.
Secondly, we cannot isolate a piece of reality from the rest of the universe. The further into the future our plans move, the more entities affect them. Simply due to the fact that the effects of distant events take time to reach our part of space along the chain.
Those interested in physics may be familiar with the concept of a light cone.
For the rest, an example would be the spread of a fire, or, what is there, an epidemic. When from one point of space, through a chain of interactions, an event once happened spreads to an ever larger territory.
Limitation of planning
The obscurity of the current situation and the inability to calculate all the options already suggests that each more or less serious action contains a share of error.
But we cannot determine exactly what result we want. Any result is based on plans for its use. If the plans are not accurate, then the desired result can only be determined approximately.
How much money do you need to be happy? Million? Ten? Ten million and $503? And if tomorrow war coronavirus?
In fact, we are like blind kittens, wandering among the ocean of probabilities, trying to find a quieter and more pleasant place by the faint smell.
The above brings us to the main consequence of the existence of errors - they accumulate with each decision made and / or implemented.
Accumulation
Walking along the park path, if you close your eyes, after how many steps will you run into a tree?
For each person, the number of steps will be different, but one way or another, everyone will meet the tree. After the loss of connection with reality, after the violation of the periodic synchronization of the imaginary position of the body with the real one, the meeting becomes inevitable.
I find this example very interesting. You don't need to know anything about the person, about the park and the distance between the trees in it. One fact “a man closed his eyes” is enough to predict the event almost with 100% probability. Where the phrase “almost” came from should already be clear.
Our step is never perfectly accurate, it slightly deviates us from the chosen direction.
With our eyes open, after each step we evaluate the change in our position on the track and make adjustments in the direction of the next step. Thus, we remain on the desired trajectory.
With our eyes closed, we can no longer correct our steps, so each step takes us further away from the chosen path.
With each blind step, the mental model of our position in space is more and more different from the real one, which leads to an increase in the error in the next step. We irreversibly leave the path, carefully laid around the trees, and sooner or later we encounter one of them.
A similar phenomenon is called error accumulation.
In fairness, I note that sometimes we can deviate in the direction we need, but it is almost impossible to return to the original trajectory in this way - this is a topic for a separate post.
Correction
Now imagine that we allow ourselves to open our eyes every step, two, ten or one hundred steps. Will our prediction change? Undoubtedly.
First. If we open our eyes often enough so that we do not have time to leave the path, then we can safely walk along it. We will sway from side to side, the walk will slow down, but we will not crash into a tree.
Second. If we approach this issue as a workout, we can improve our body control, become more aware of the sensations of movement, and become better at keeping our eyes closed.
These are the methods available to us to deal with errors:
- Synchronization of internal information about the current state of affairs with the real situation - clarification of our position in the space of possible situations.
- Improving the internal model of reality - improving the ability to predict the effects of our (and not our) actions.
Beautiful graph
In a good way, at this point in the article it is necessary to give a mathematical model of error accumulation for various behavior strategies. But, in my opinion, the dependencies are obvious enough to inflate the text even more.
Therefore, I decided to replace the description of the model with a simplified graph of its behavior.
The higher the graph goes, the greater our gap with reality and the bigger problems await us.
As you can see, the refinement of the world model has a cumulative effect, but only benefits in the long run. While synchronization has an immediate effect, but does not change it in the long run.
Therefore, the greatest gain is obtained by combining these approaches.
Phew. Finally, we got to the most interesting. Please write in the comments "I got it" or something similar, so that I can be glad that at least one reader has survived to this point.
Thanks to the lengthy introduction, I hope I will be able to summarize the most interesting part - the consequences.
Error statistics are more significant than causes
If you have an acquaintance (employee, team, company, club, country) who messes up with a known frequency (for example, every other time), then when planning, it is necessary to take into account the frequency, and not the causes of jambs .
Even if the reasons for the mistakes are different, unrelated, objective, but the person is good and smart.
Because errors arise due to the inaccuracy of the model of reality in the human head. Until this model starts to correct, errors will occur with the same frequency (or more, because the error accumulates) and for completely different reasons.
And since our thinking is inertial, there is no reason to assume that after a conversation, a course, a retrospective, or communication with a psychologist, anything will change.
It makes sense to focus only on a clear trend. If it is noticeable that a person is mistaken less every time - well - this can be included in the forecast.
But if you did some “magic” action that should improve the quality of his decisions, but did not measure the real improvement, then you yourself are making a serious mistake - you are not synchronizing your internal model of the world with reality. Obviously, this will only further disrupt your plans.
It is necessary to understand where we are going and from where
Especially where. This is a sin of many visionaries, managers and, in general, everyone who is responsible for how the result of the work should look like.
Special cases:
- You need to know the tools you will be working with.
- You need to know the foundation on which you will build.
If you don't know where you are, you won't get where you need to go.
If a leader sets tasks for subordinates without taking into account the possibility of their implementation, the company will go bankrupt.
If a game designer plans a game without taking into account the opportunities that programmers / artists / sound engineers can provide, then the game will not be played. If he did not discuss with the programmers the model of the game logic, then the game will not be played.
If you see that in a neighboring department the authorities do not delve into the work of their subordinates, then feel free to plan the jambs of this department in your plans.
Always make predictions for the future
For any reason, regardless of the importance, globality and timing of the problem.
Many people say: “I will not make a forecast, I will quickly do what happens, look at the result and then I will make decisions on it.” This is especially true for startups of all sorts.
Don't do that.
Look again at the accumulation graphs of error during synchronization with reality and during refinement and synchronization of .
If you don't make a prediction before acting, the result of the action will teach you little. You will simply see that the current state of affairs is like this. That is, you will work with errors in the style of the schedule synchronization with reality .
If you first make a forecast and then check it against real data, then you will clarify not only the current state of affairs, but also your internal model of reality.
And your work with errors will go in the style of graph refinement and synchronization .
One more time. If you didn't make a prediction, you didn't use your internal model. If you did not use the internal model, then you will not have data (or will, but much less) to correct it after receiving the results of the action.
Make forecasting your habit, your game. Consider the chances of everything: whether or not you will catch the bus, how much you will weigh at the end of the week, how much the neighboring department (or yours) will be late for the project, what level of errors will be in your next release and how many there will be.
Each prediction refines your model of reality a bit, which always results in slower error accumulation.
In addition, this habit sometimes helps to surprise friends and colleagues with come true predictions. True, they will mostly be negative :-D
Exchange knowledge
Especially with people of related professions.
And read books too.
As I wrote several times (about testing and duplication of logic), each person has a unique model of reality in his head.
Since there is only one reality “in reality”, the common parts in the models of two people most likely correspond to reality better, and the differences in the models are a reason to check one of them for errors.
When sharing knowledge (explicit or implicit), the models of communication participants are refined, which leads to a decrease in the level of errors in all their future work. Of course, if they are ready to change their models.
Communication with people of related professions is especially useful. For example, managers with analysts or programmers. Each profession builds a domain model according to its own unique principles, which leads to different types of errors, which means they are easier to detect when comparing models. If two people of the same profession communicate, then the errors in their models can easily coincide (especially if they have the same work experience, the same age, etc.
), the benefits of such communication will be much less.
Moreover, when two models based on different principles are synchronized, positive feedback may occur when a change in one model entails changes in the other. It turns out quite a strong emergent effect. I think many have observed it on themselves when they managed to communicate with a good specialist from a related field. For example, several times I significantly improved my picture of the world by talking with gamedis and devops.
It is strange that conference organizers rarely use this principle.
Eliminate hierarchy and improve communication
Everyone knows the broken phone game - the more people there are between your solution and its specific implementation, the more error will be introduced into the implementation. Since everyone will bring their share of the error into the result.
Therefore, if possible, shorten or bypass hierarchies.
This does not mean that you need to work around the chain of command, for example, set tasks for people without notifying their direct management about it.
No.
If you know that the task will go down (or up) the chain, it makes sense to bring it to the largest possible part of the chain yourself, for example, by bringing people together and telling them one, common, original version of the task.
Moreover, if you know that the task will be parallelized by several people, it is a good idea to bring them together, make sure that they know about each other and see the task in the same way. In this case, the previously described effects in the exchange of knowledge will become a bonus.
Instead of an epilogue.
Exaggerating, in relation to mistakes, by understanding their logic, people can be divided into five stages of accepting grief:
- Denial - "I'm not mistaken."
- Anger — “the universe / colleagues / the dean’s office is to blame for the jamb, but I was not mistaken.”
- Bargaining - "if I do everything right, then everything will work out right."
- Depression - "whatever you do, it will work out as always.
" - Acceptance - "we must act with errors in mind."
The first two stages are characteristic mainly of children. But we have all seen adults stuck on them.
Most people dangle between the third and fourth stages, depending on mood, economic situation, place of work and other things.
As I have already said, a very small part of the population reaches the fifth stage. And she also gets a significant advantage from this. Especially if a person is able to think sensibly and studied at a university.
Aha!
Here's a good example of what a tower is for. In fact, the concepts in this text are quite heterogeneous. They can be isolated from the Internet, books and personal experience, but in the program of technical higher education they are all in a much clearer form.
I divided the stage of acceptance for myself into two stages:
- Conscious error control.
- Reflex error control.
When you first came to the idea that mistakes are inevitable, you begin to gradually, with effort, follow your work, try to ask questions “what will happen if an error occurs in this place”.
