DEVELOPMENT OF READING There are four stages of reading that a child will go through in their early years learning. Stage one: emergent Stage two: early Stage three: transitional Stage four: extending Figure 7.4 on page 149 in Hill, 2006 shows the steps in each stage and what students will be able to do transitioning from one stage to another. EMERGENT ·Direct match between text and illustration ·High frequency words ·The word count ranges from 0 to 50 ·Simple story line ·Range of punctuation ·Familiar oral language like structures EARLY ·Concepts are familiar ·More text types are used ·The text length increases ·There are long sentences ·Different syntactic patterns ·More of the story is carried in the text ·Illustrations still offer support but this is beginning to diminish ·The placement of text on the page varies TRANSITIONAL ·The books at this level begin to deal with topics that increasingly go beyond children’s experiences ·There is a range of fiction and information texts ·The sentence length and syntax varies ·The layout and placement of text varies ·There are diagrams, other graphic features and a variety of illustrations ·The conceptual load is increased EXTENDING ·There are more complex stories and a greater conceptual load is required ·Narratives have more complex plots and characters ·More information details in information texts ·There is a larger variety of text types ·Less illustrative support is provided ·Use of more complex text features ·Text varies in sentence length and structure
There are four stages of reading that a child will go through in their early years learning.
Stage one: emergent
Stage two: early
Stage three: transitional
Stage four: extending
Figure 7.4 on page 149 in Hill, 2006 shows the steps in each stage and what students will be able to do transitioning from one stage to another.
EMERGENT
· Direct match between text and illustration
· High frequency words
· The word count ranges from 0 to 50
· Simple story line
· Range of punctuation
· Familiar oral language like structures
EARLY
· Concepts are familiar
· More text types are used
· The text length increases
· There are long sentences
· Different syntactic patterns
· More of the story is carried in the text
· Illustrations still offer support but this is beginning to diminish
· The placement of text on the page varies
TRANSITIONAL
· The books at this level begin to deal with topics that increasingly go beyond children’s experiences
· There is a range of fiction and information texts
· The sentence length and syntax varies
· The layout and placement of text varies
· There are diagrams, other graphic features and a variety of illustrations
· The conceptual load is increased
EXTENDING
· There are more complex stories and a greater conceptual load is required
· Narratives have more complex plots and characters
· More information details in information texts
· There is a larger variety of text types
· Less illustrative support is provided
· Use of more complex text features
· Text varies in sentence length and structure