Continuum of Reading

1
Continuum of Reading

• Prereader (before children have a concept of
  word)
• Beginning reader (as children are building word
  banks)
• Instructional reader (continues through
  years--advances with instruction)

2
Characteristics of an Emergent Reader

• Directionality
• Lacks voice to print match no concept of word
• Focuses on illustrations when reading
• Pretend reading or attempted memory reading
• Mimics a reader uses conversational rate
• Recognizes environmental print

3
Emergent Writing

• Approximated writing, pretend write/draw
• Lacks spaces between words
• Fluent writing
• Cannot read own writing
• Uses illustrations to retell a story

4
Emergent Writing

• Draws and begins to use graphics
• Circular scribbles
• Random linear marks
• Letter-like symbols
• Some letters but not connection to sound
• Left to right print, spelling most salient sound

5
Emergent spelling

• Does not understand correspondence between
  letters and their sounds
• Mixes scribbling, random letters, and numerals
• Begins to spell using the letters in own name
• Reversals are common as they learn to write
  letters

6
Emergent Spelling

• 1. Before a child can spell they
• a. need to know a few letters
• b. need to be able to write a few letters
• c. need to know a few letter sound
  relationships
• d. need to have some level of phonemic
  awareness
• 2. They will spell using the most salient speech
  feature.
• 3. No spaces between "words"

7
Assessment of Emergent Readers

• Book Knowledge (directionality, title, author,
  etc)
• Alphabet Knowledge
• Saying the alphabet
• Letter recognition (upper and lower case)
• Writing the alphabet (upper and lower case)
• Phonemic Awareness (syllables, rhyme, beginning
  sounds)
• Concept of Word
• PALS

8
Emergent Reader Instruction
9
Emergent Reader Instruction