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Chall's Stages of Reading Development Updated

Chall's Stages of Reading Development outlines five key stages that readers progress through as they develop their reading skills from pre-reading to advanced comprehension. Each stage is characterized by specific age ranges, skills acquired, and the relationship between reading and listening. The model emphasizes the importance of instruction and practice at each stage to enhance fluency and understanding.

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Rylan Moore
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1 views2 pages

Chall's Stages of Reading Development Updated

Chall's Stages of Reading Development outlines five key stages that readers progress through as they develop their reading skills from pre-reading to advanced comprehension. Each stage is characterized by specific age ranges, skills acquired, and the relationship between reading and listening. The model emphasizes the importance of instruction and practice at each stage to enhance fluency and understanding.

Uploaded by

Rylan Moore
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Chall’s Stages of Reading Development

Every reader moves through stages as they learn to read and grow their reading skills. Chall (1983) created a model
for these stages, described below.

Stage, Approx. Characteristics, Masteries by End Relationship of Reading to


How Acquired
Age/Grade of Stage Listening

Child “pretends” to read, retells


Being read to by an adult (or older Most can understand the
story when looking at pages of
Stage 0: Pre- book previously read to him/her, child) who responds to and warmly children’s picture books and
Reading appreciates the child’s interest in books stories read to them. They
names letters of alphabet;
and reading; being provided with understand thousands of words
recognizes some signs; prints own
books, paper, pencils, blocks, and they hear by age 6 but can read
6 months – 6 name; plays with books, pencils and
letters. Dialogic reading. few if any of them.
years old paper.
Preschool

Child learns the relationship Direct instruction in letter- sound


Stage 1:
between letters and sounds and relations (phonics) and practice in their The level of difficulty of language
Initial Reading
between printed and spoken use. Reading of simple stories using read by the child is much below
and Decoding
words; child is able to read simple words with phonic elements taught and the language understood when
text containing high frequency words of high frequency. Being read to heard. At the end of Stage 1,
6-7 years old words and phonically regular on a level above what a child can read most children can understand up
1st grade & words; uses skill and insight to independently to develop more to 4000 or more words when
beginning 2nd “sound out” new one syllable advanced language patterns, heard but can read about 600.
grade words. vocabulary and concepts.

Stage 2:
Confirmation
Direct instruction in advanced decoding
and Fluency Child reads simple, familiar stories
skills; wide reading (instruction and
and selections with increasing At the end of Stage 2, about 3000
independent levels) of familiar,
7-8 years old fluency. This is done by words can be read and
interesting materials that help promote
2nd & 3rd grade consolidating the basic decoding fluent reading. Being read to at levels
understood and about 9000 are
elements, sight vocabulary, and known when heard. Listening is
above their own independent reading
meaning context in the reading of still more effective than reading.
level to develop language, vocabulary
familiar stories and selections
and concepts.
Stage 3: Reading and study of textbooks, At the beginning of Stage 3,
Reading for reference works, trade books, listening comprehension of the
Learning the newspapers, and magazines that same material is still more
Reading is used to learn new ideas, effective than reading
New contain new ideas and values,
to gain new knowledge, to comprehension.
unfamiliar vocabulary and syntax;
experience new feelings, to learn
systematic study of words and reacting
9-13 years old new attitudes, generally from one
to the text through discussion, By the end of Stage 3, reading
4th-9th grade viewpoint.
answering questions, writing, etc. and listening are about equal for
Reading of increasingly more complex those who read very well,
text. reading may be more efficient.
Wide reading and study of the
Stage 4: Reading comprehension is better
physcial, biological and social
Multiple Reading widely from a broad range than listening comprehension of
sciences and the humanities, high
Viewpoints of complex materials, both materials of difficult content and
quality and popular literature,
expository and narrative, with a readability. For poor readers,
newspapers, and magazines;
15-17 years old variety of viewpoints. listening comprehension may be
systematic study of words and
10th-12th grade equal to reading comprehension.
word parts.

Reading is used for one’s own Wide reading of ever more


needs and purposes (professional difficult materials, reading
Stage 5: and personal); reading serves to beyond one’s immediate needs;
Construction and integrate one’s knowledge with Reading is more efficent than
writing of papers, tests, essays,
Reconstruction listening.
that of others, to synthesize it and and other forms that call for
to create new knowedge. It is rapid integration of varied knowledge
18+ years old and efficient. and points of view.
College & Beyond

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