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Stage Three. Growing Independence (Grades Two and Three

This document summarizes the key characteristics of readers in Stage 3 of reading development, which includes grades 2-3. [1] Readers at this stage start reading both fiction and nonfiction extensively and have evolving fluency. [2] They become more appreciative of stories involving others' lives and judge readings affectively rather than by standards. [3] Teachers can arrange varied opportunities for independent and collaborative work to support growing independence.

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Ma. Victoria Ramos
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69 views

Stage Three. Growing Independence (Grades Two and Three

This document summarizes the key characteristics of readers in Stage 3 of reading development, which includes grades 2-3. [1] Readers at this stage start reading both fiction and nonfiction extensively and have evolving fluency. [2] They become more appreciative of stories involving others' lives and judge readings affectively rather than by standards. [3] Teachers can arrange varied opportunities for independent and collaborative work to support growing independence.

Uploaded by

Ma. Victoria Ramos
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Name: Donna Jane R.

Marcuap
DTR 102
Task 3 . Written Report. Group 1. Stages of Reading Development

Stage Three. Growing Independence


(Grades Two and Three

The stage of "Growing Independence" includes grades 2-3 and marks the beginning
of a child's venture into becoming a proficient reader (Gunning, 1996).

Characteristics of Readers under Stage 3:

• They start reading both fiction and nonfiction extensively.

• Children has evolving fluency.

• They become more appreciative of stories involving the lives of others

• They judge their reading affectively and personally rather than by using
standards

• They may have difficulty explaining why they like a selection

As children practice and realize how to use varying strategies, they gain self-
confidence and independent control of the concepts.
Teachers can arrange varied opportunities for students to work independently and
in collaboration with peers.
Literature study circles, an approach in which students independently read
children's literature and then discussed the readings in collaboration with peers,
have successfully been used to increase reading skills and interest (Samway, 1991).
High-progress readers at this stage ask themselves questions(Schwartz, 1997).
"What is this story about?
Did my attempts make sense in this story?
Does it look right and make sense?
What can I do to solve this problem?"
Observations on Readers Under Stage Three
Upon observing readers at this stage, It was found that it is easier to notice the
readers’ letter concept of understanding by viewing their writing.
As students pass through the primary grades, their reading selections grow in
length and complexity. Sentences are also longer and more complex; a wider range
of words is used. It is important that each child is given the right level of text.
Students do best with reading materials in which no more than 2 to 5 percent of
the words are difficult for them (Gunning, 1996).
By the end of the third grade, children are encountering thousands of different
words in their reading, most of which average third-graders would know if they
heard them spoken out loud.
A major task is to sound out, or "decode" words that are in students' listening
vocabularies but that they may be seeing on a page for a first time (Gunning,
1996).
Research Findings:
While reading, they connect and relate ideas from their current reading to previous
reading experiences; the overall effect of these connected and accumulated
readings is that a reader's understanding transcends his or her comprehension of
any single passage (Hartman, 1995).
REFERENCES:

Hitchcock, Wendy R.(1997). The Progression from Emergent to Proficient Literacy:


Beginning Readers and Proficient Readers. Office of Educational
Research
and Improvement. Retrieved July 24, 2018, from
https://files.eric.ed.gov/.

Wolf, M. (2008). Five Stages of Reading Development. Retrieved July 24,2018, from

https://.theliteracybug.com/

Gunning, Thomas G. (1996). Creating Reading Instruction for All Children. Boston:

Allyn and Bacon.


Hartman, Douglas, K. (1995). Eight Readers Reading: The Inertextual Links of
Proficient
Readers Reading Multiple Passages. Reading Research Quarterly, 30.
520-559
Samway, Katherine Davies, Whang, Gail, Cade, Carl, Gamil, Melindevic,
Lubandian,
Marry Ann & Phommachanh, Kansone (1991). Reading the Skeleton, the
Heart, and the Brain of a Book: Students' perspectives on Literature
Study
Circles. The Reading Teacher, 45. 196-205 Circles.
Schwartz, Robert M., (1997). Self-monitoring in Beginning Reading. The Reading
Teacher, 51. 40-48
The Decoding Reader (typically between 7 - 9 years old)  

As the process of decoding becomes automatic, they are able to concentrate on


meaning. Students appear to not be consciously thinking about the letter pattern
structure in words as much when reading.

In this stage, the child is reading simple, familiar stories and selections with
increasing fluency. This is done by consolidating the basic decoding elements, sight
vocabulary, and meaning in the reading of familiar stories and selections. There is
direct instruction in advanced decoding skills as well as wide reading of familiar,
interesting materials.. In late Stage 3, about 3000 words can be read and
understood and about 9000 are known when heard. Listening is still more effective
than reading.

“In this phase of semi-fluency, readers need to add at least 3,000 words to what
they can decode, making the thirty-seven common letters patterns learned earlier
are no longer enough. To do this, they need to be exposed to the next level of
common letter patterns and to learn the pesky variations of the vowel-based rimes
and vowel pairs.” (Wolf, pp 127 - 128)

“Fluent word recognition is significantly propelled by both vocabulary and


grammatical knowledge. The increasingly sophisticated materials that decoding
readers are beginning to master are too difficult if the words and their uses are
seldom or never encountered by the children.” (Wolf, pp 129)

“With each step forward in reading and spelling, children tacitly learn a great deal
about what’s inside a word -- that is, the stems, roots, prefixes and suffixes that
make up the morphemes of our language.” (Wolf, pp 129)

Barrier for the Decoding Reader

--- “30 to 40 percent of children in the fourth grade do not become fluent readers
with adequate comprehension ... One nearly invisible issue ... is the fate of young
elementary students who read accurately (the basic goal in most reading research)
but not fluently in grades 3 and 4.” (Wolf, pp 135)  
--- “Reasons ...lend themselves to diagnosis: such as, a poor environment, a poor
vocabulary, and instruction not matched to their needs. Some of these children
become capable decoding readers, but they never read rapidly enough to
comprehend what they read.” (Wolf, pp 136) 

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