Learning+to+read

Stages of reading: There are four stages in reading development that take place in the early years of primary school and they include the emergent, early, transitional and extending phases.

In the emergent stage children rely heavily on illustrations to enforce what the text is explaining and stories contain a lot of high frequency words, (words used a lot in writing such as ‘I’, ‘the’ and ‘we’). Children also learn “how texts work, where a story starts and finishes and which way the print proceeds,” (Bradbury, 1997, pp 16).

The early stage, stage 2, is when children begin to read a variety of text types of greater length and containing longer sentences. Illustrations don’t offer as much support.

In stage 3, Ranges of fiction and information texts are introduced in the. Texts become longer again and more complex as children begin to develop into fluent readers. The extending phase is where children become fluent readers as texts and sentences are longer and there is a variety in sentence lengths. Children rely on the text for the stories meaning as all sorts of genre’ and text types are used.

Extended reading - [| www.gideaparkcollege.co.uk/images/library.jpg] The reading process: “When we read we are involved in the complex process of creating, interpreting and analysing meanings from text,” (Bradbury, 1997, pp 4). Different sources of information are described as reading cues and used to better understand the text. Structure cues refers to a reader’s knowledge of correct language such as grammar and correct sentencing. Meaning cues relate to a readers knowledge and experience in the world and in different subjects. The meaning of the text allows predictions to be made. Visual cues allow readers to make predictions about the text based on letters, words and sound relationships.