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Our understanding of literacy varies widely and as what I have observed, it is reasonable to submit that the mentioned stages of reading development are still applicable in the present time in a way that a lot of parents and teachers were still utilizing these, to develop their child/student’s ability in reading, as well as monitor their progress as readers.
The stages of reading development depict how students progress as readers. Jeanne Chall’s proposed scheme for reading stages includes six stages to understand the path of reading development from pretending to read to advance reading. The basic philosophy is that children learn to read as a developmental process. Likewise, advocating for the use of both phonics and exposure to challenging literature is the best method of teaching young children to read. Her approach encompasses the development of decoding, comprehension, and critical evaluation.
Accordingly, the methodology used to implement the theory entails the following. Each reading stage has a definite structure and varies from the other stages in characteristic qualitative ways. Each stage follows a hierarchical progression. Chall believes that individuals progress through the reading stages by interacting with their environments and this interaction affects the individual’s reading development as much as the progression of the distinct stages.
Furthermore, Jeanne Chall also added that students proceed through predictable stages of learning to read to become proficient readers. During the pre-reading stage until about six years old, learners begin to control language. By the time the learner reaches kindergarten, he should have some print knowledge and vocabulary of some words. Many children at this stage know how to write their names. In stage 1, the learners develop a sense of the alphabetic principle and utilize new sound-spelling relationships.
The learner at this stage is more likely to be given reading materials easy to understand texts and that contain simple reading texts. Though Grades 2 and 3, the learner is at the second stage where he develops decoding skills, fluency, and additional strategies in reading texts. At stage 3, the learner encounters a wide variety of texts and contexts and all the reading demands that accompany these experiences. They extend on background experiences and strategic habits in reading. At stages 4 to 5, through high school and college, the language and intellectual demands of readers increase.
In conclusion, as Pediatric Nurse, the characteristics and descriptions given for the different stages are important to the reading development of a child as they serve primarily as models, presented to convey how reading develops, and changes. Through these, children can analyze texts critically and they construct their individual uses of reading based on analysis and synthesis. The age and grade conditions for the different stage may vary as the child’s culture and environment plays a part in how fast they progress. Therefore, individuals progress through the reading stages at different rates. How fast they advance depends upon the interaction between an individual’s cognitive, and environmental factors.
