2. ∞ pertains to be the first
stage in a child’s growth
toward literacy
∞ relates to the beginning
experiences or the child’s
first experiences with print
in the home and continues
through early years of
formal schooling
3. ∞ according to Harris and
Hodges (1981) refer to this
period of acquiring the
specific skills and abilities
that allow reading to take
place as preparedness or
reading readiness
∞ significantly determined
by a complex pattern of
intellectual, motivational,
maturational and
experiential factors
4. Marie Clay (1991) and Fountas and Pinnell
(2001) have noted five main stages of literacy
development.
5. Stage 1: Emergent Readers
• Ranges from 2 to 7 years old
• Begin to familiarize with the concepts of print to
• directionality,
• One-to-one correspondence between spoken and written
• Value of picture clues to the meaning of story
• Develop an understanding that printed word carries main
meaning of a story
• Begin to make text-to-world connections
6. Stage 2: Early Readers
• between ages of 5 to 7
• rely more heavily on the printed text than on the
pictures on a book
• begin to develop word recognition strategies
• begins to develop a data bank of sight words that allows
them to read with increased speed as they are read more
often
• a teacher may have a class containing both emergent
and early readers
7. Stage 3: Transitional Readers
• range from 5 to 7 years
• able to read in meaningful phrases with comfortable
pace and appropriate voice intonation
• able to enumerate the four cueing systems into their
reading with little disruption to meaning and flow
• able to read more lengthy texts with a little reliance on
pictures for text meaning
8. Stage 4: Self-Extending Readers
• range in age 6 to 9 years of age
• readers progress into reading independence in the fourth
developmental stage
• often read variety of textual genres and use reading as a
tool for gaining new knowledge
• able to read more complex texts and begin to read for a
variety of purposes
9. Stage 5: Advanced Readers
• these readers who have
attained a level of mastery
with reading; over the age
of 9
• become proficient in
reading and in
comprehending various
text sources
• they enjoy reading and use
reading as means of
gaining knowledge
• they can also read fluently
and can interpret texts
• they 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
different texts
10. • Beginning
reader
• Basic concept
of print
• Picture-
analysis
• Sound-letter
recognition
• Word
recognition
strategies
• Sight words
• Print reading
• Gradual speed
in reading
• Mastery in
reading
• Proficient
comprehension
• Reading for
information
• Reading for
pleasure
• Inferential
reading
• Interpretive
reading
• Internalized
reading strategies
Emergent
Reader
Early Reader
Transitional
Reader
Self-Extending
Reader
Advanced Reader
• Towards fluent
reading
• Reading of
length texts
• Little reliance
in factors
• Independent
reading
• Reading
various texts
• Reading for
information
11. Perceptual
Factors
Oral Language
Factors
Cognitive
Factors
Affective
Factors
Home Environment
Factors
• Developed
sensory skills
and visual and
auditory
discrimination
• Left to right
eye
progression
• Stimulated
awareness and
manipulation
of objects/toys
• Emulates
reading
behaviour
• Has a great
deal of oral
language
• Has well-
developed
aural/oral
language skills
• Uses
descriptive
language
• Conscious
understanding
about
language
• Has emerging
ability to think
• Uses trial and
error to
discover new
things
• Expanding
memory
• Imaginative or
creative
• Shows strong
involvement
in being read
to
• Has great deal
of time and
interest in
reading
• Can retell
stories
actively
• Has access to
print
materials
• Has parents
who are
habitual
readers
themselves
• Has social
interaction
with parents
and peers
• Has pleasant
environment
for reading
12.
13. Cooper and Kiger (2001) identified five stages of
early literacy learning which involve oral
language, reading, and writing skills of children. These
stages involve the following:
•Early emergent literacy stage
•Emergent literacy stage
•Beginning reading and writing stage
•Almost Fluent reading and writing stage
•Fluent reading and writing stage
14. Stages of
Literacy
Oral language Reading Writing
Early
Emergent
Literacy
• Read aloud
• Story Telling
• Make-up Stories
• Verbal Requests
• Oral directions
• Inquiries
• Word-play
• Beginning
concept of print
• Labelling
• Naming
• Picture reading
• Literature
enjoyment
• Scribbling
• Drawing
• Markings on
paper
• Letter-like
shapes
• Writing
attempts
15. Stages of
Literacy
Oral language Reading Writing
Emergent
Literacy
• Growing oral
language
facility
• Oral language
of story read
• Pleasure in oral
language
• Acquired
concept of print
• Recognition of
environmental
print
• Letter-sound
recognition
• Word
recognition
• Meaning
construction
• Spelling and
writing
conventions
• Familiarity with
writing process
• Meaning
construction
16. Stages of
Literacy
Oral language Reading Writing
Beginning
Reading and
Writing
• Self-corrected
speech
• Increased oral
language
vocabulary
• Pleasure in
words
• Additional
recognition
skills strategies
• Meaning
construction
• Varied writing
behaviour
• Growing use of
mechanism and
convention
• Employed
writing process
17. Stages of
Literacy
Oral language Reading Writing
Almost Fluent
Reading and
Writing
• Moving
towards
language
fluency
• Increased
pleasure in
language use
• Regular use of
word
recognition
skills and
strategies
• Growing
meaning
construction
• Varied reading
purposes
• Varied writing
purposes
• Pleasure in
writing
18. Stages of
Literacy
Oral language Reading Writing
Fluent
Reading And
Writing
• Increased
vocabulary
• Appreciation to
importance of
speech
• Capable
decoder with
comprehension
skills
• Critical reading
• Varied reading
strategies
• Perceived self as
competent
reader
• Purposeful
writing
• Pleasure writing
• Persuasive
writing
• Self-editing
• Peer-editing
• Perceived self as
a competent
writer
19. • Parents
• Siblings
• Teachers
• Other literate
adults
Gradual
Independence
• Parents
• Teachers
• Other literate
adults
Increasing
Independence
• Parents
• Teachers
• Peers
Towards
Independent
Writing
• Teachers
and
learner
Totally
Independent
Reading
• learner
Reading Independence Of A Learner
20. • Parents
• Siblings
• Teachers
• Other literate
adults
Gradual
Independence
• Parents
• Teachers
• Other literate
adults
Increasing
Independence
• Parents
• Teacher
• Peers
Towards
Independent
Writing
• Teacher
and self
Totally
Independent
Reading
• learner
Writing Independence Of A Learner
22. Learner’s emergent
writing is characterized
by playful markings to
communicate
something, which
signals their knowledge
of the uses of written
language before
learning the form.
-Gundlach(1985)
23. Writing
• Self-initiated and self-directed or voluntary, by observing
more skilled others and by participating in literacy events, by
exploring and learned writing through interaction with
literate others. (Bissex, 1980) and (Read, 1975)
24. • The child’s
experimentation with
writing allows him to
construct and refine
the kind of knowledge
about written language
that makes reading
possible.
Writing is always
related to reading and
reading is always
connected to writing.
As the child writes, he
integrates knowledge
of reading with
knowledge of writing.
25. Stages of Writing development
0
1
2
3
4
5
6
7
Drawing Scribbling making letter-
like forms
reproducing
learned units
invented
spelling
conventional
spelling
26. Factors determining the
development of an Emergent
writerPhysical
• Drawing
• Scribbling from left to right
• Making letter-like forms
• Making shapes that resemble letters
• Producing letters in long or short strings
• Producing letters randomly
• Marking on papers, walls
• Moving pencil as an adult does
• Holding crayons, pens
• Tracing
• Copying
• Invented spelling
27. Language
• Writing-like sounds
• Letter sequences
• Writing his own name
• Invented spelling
• Copying letters and numbers
• Copying logos and signs
• Labeling objects drawn
• Labeling or naming characters drawn
• Not properly sequenced spelling
28. Cognitive
• Practicing aspects of writing
• Constructing his own writing
• Integrating knowledge of shapes and lines to produce a letter or
a number
• Using knowledge of shapes and lines to draw objects characters
• Using of knowledge of lines and strings to produce a word
• Recognizing logos or labels
29. Affective
• Enjoys writing for himself
• Impresses parents through his writing-like activities
• Emulates adult writing
• Finds pleasure in receiving greeting cards from adults
• Is encouraged to involve in adult-writing
• Is appreciated for accomplishing a writing-like task
• Is writing to communicate his feelings and ideas
30. Home Environment
• Has considerable exposure to writing events of
adults
• Involvement in adult-writing
• Social functions of writing are evident in the
home
• Appreciation for early attempts of writing
• Supported interest in writing by providing
writing and drawing materials
