Literacy: The ability to read and write.
Researched by Andie
Objectives:
You will learn the stages of literacy development.
You will learn about two exams administered in order to see ones reading/writing ability.
You will learn about some disorders associated with literacy.
You will learn the stages of literacy development.
You will learn about two exams administered in order to see ones reading/writing ability.
You will learn about some disorders associated with literacy.
What are the stages of literacy development?
Reading Development:
Stage 0: Pre-reading: 6 months to 6 years: This pre-reading stage is specifically named, "pseudo reading" where the Latin term of pseudo literally means fake . In this stage children pretend to read a book, as they enthusiastically point to each picture that fascinates them or they are familiar with (Ruffolo, 2014). As older siblings and adults continuously read aloud to children and let them manipulate the actual book, children are able to listen and create connections between words and their written appearance a lot easier. With the help of their parents, children in this pre-reading stage, are able to name alphabet letters and eventually begin to print their own name.
During this stage, many children are able to understand picture books and stories that are read to them; although, they tend to prefer to be read to by someone with the same interests as them ("Stages").
During this stage, many children are able to understand picture books and stories that are read to them; although, they tend to prefer to be read to by someone with the same interests as them ("Stages").
Stage 1: Initial reading and decoding: 6 to about 7 years old: "The aspect of Stage 1 is learning the arbitrary set of letters and associating these with the corresponding parts of spoken words" (Chall, 1983). Children in this stage tend to be able to read words that are regularly heard. Children are also able to sound out one-syllable words. As well as being read aloud to weekly, children in this stage also need to be scaffold with higher level intensity in order to begin to learn more difficult stories and new language patterns ("Stages").
Stage 2: Confirmation and fluency: 7 to 8 years old: In this second stage of reading development, "[Children] are not gaining new information, but confirm what is already known" (Chall, 1983). Although children still need help decoding more advanced words, children are mainly learning to read with more courage, gaining increasing fluency and speed ("Stages").
Stage 3: Reading for learning the new: about 9 to 13 years old: In this stage children are much more encouraged into reading independently. This allows the reader to begin to process new ideas, new experiences, and learn to understand new feelings and attitudes ("Stages"). The reader in this stage is usually only able to understand ideas based from one view point, but with increasing ability to perceive multiple view points as the years move on (Chall, 1983). Adults are also testing the child's ability to process the information through a variety of discussions and written questions.
Stage 4: Multiple view points: ages 14 to 17 (high school): Adolescences begin to read from more complex works of literature, including those with multiple view points. Readers in this stage also write much more formally and creatively than before. At this stage, "reading comprehension is much better than listening comprehension of difficult materials" ("Stages").
Stage 5: Construction and reconstruction: 18 and above: At this point adults are no longer needed to be instructed how to read and write a complete thought, it is all based on the individuals own needs and purposes ("Stages"). Reading is so much more rapid, as well as beginning to read much more efficient than listening ("Stages").
Images above, listed as "My very First" through stage 4, are all part of the I Can Read books. These books are for young children who are learning to read. The books are categorized into different groups in order to make sure the child has the right difficulty, without becoming too frustrating for them. The books difficulty increase as the child's literacy increases. I Can Read (Website)
Writing Development:
Stage 1: Random Scribbling: 15 months to 2 years old: At this stage, children are just beginning to make contact with paper (Learning to write). Due to their limited muscle control, these children are also just figuring out their movements and sensory output towards these artistic abilities (How writing develops, 2010).
Stage 2/Stage 3: Controlled Scribbling/Lines and Patterns: 2 years old to 3 1/2 years old: Children begin to understand that their marks mean something (How writing develops, 2010). To an adult eye, this will seem to be 'pretend' writing, and often the child will try to explain the story that they had just written.
Stage 4: Writing and word practice: 3 to 5 years of age: Children are beginning to understand letters and the meaning that are behind the letters. Children also begin to understand the different patters that are consistent with stories, these children will often learn this rule and begin to use it throughout their works.
Stage 5: Writing: age 5 to 6: In this stage children are usually in pre-K or already in Kindergarten allowing the beginning teachings of actual words. These children will begin to write words that they hear around them, and begin to create longer word strings and stories to convey a more meaningful message.
Stage 6: Practice: Age 6 and above: children have figured out their letters, allowing them to begin more practice on vocabulary and word creations. This will last through their life time.
Stage 2/Stage 3: Controlled Scribbling/Lines and Patterns: 2 years old to 3 1/2 years old: Children begin to understand that their marks mean something (How writing develops, 2010). To an adult eye, this will seem to be 'pretend' writing, and often the child will try to explain the story that they had just written.
Stage 4: Writing and word practice: 3 to 5 years of age: Children are beginning to understand letters and the meaning that are behind the letters. Children also begin to understand the different patters that are consistent with stories, these children will often learn this rule and begin to use it throughout their works.
Stage 5: Writing: age 5 to 6: In this stage children are usually in pre-K or already in Kindergarten allowing the beginning teachings of actual words. These children will begin to write words that they hear around them, and begin to create longer word strings and stories to convey a more meaningful message.
Stage 6: Practice: Age 6 and above: children have figured out their letters, allowing them to begin more practice on vocabulary and word creations. This will last through their life time.
Although there are ages listed for each developmental stage, each child will eventually reach each stage, but at their own pace. Some children will reach certain stages later than their peers and vice versa. School age children will rarely have a problem with not being able to move on because of their literacy; but they will be recommended for outside help in order to help them increase their development and move on to the next stage in life.
How are reading and writing skills evaluated?
Based tests administered in Massachusetts:
Stated from the Massachusetts Department of Elementary and Secondary Education (2014), "English Language Arts emphasizes reading and writing skills across all grade levels through Composition, Language, and Reading and Literature" .
Massachusetts Comprehensive Assessment system [MCAS]: A standardized test "designed to meet the requirements of the Massachusetts Education Reform Act [MERA] of 1993" (MCAS, 2014). MERA is an act in which measures the performance of students in school systems, for their academics, based on the Massachusetts standards (MERA,1993). MCAS is given to students who are currently in third grade and continues every year until their sophomore year of high school. These standardized tests examines the performance of English language Arts [ELA], mathematics, science and social studies. Based on Literacy though, ELA is the most important.
As stated from before, ELA studies the process of reading and writing skills across all levels. Beginning as young as third graders (then onto 4th, 5th, 6th, 7th, 8th, and 10th) are given the MCAS reading comprehension. Reading comprehension evaluates the student on their performance of how they process information in a given passage and answer questions. This then moves onto starting with fourth graders (as well as 7th graders and then again for 10th grade) on ELA composition. This composition tests examines the students written work on how strong or how weak it is. All grades are required and no one is exempt from these exams, although the scores have no meaning until high school, in which is a requirement in order to meet the Competency Determination requirement ("Education", 2011).
As stated from before, ELA studies the process of reading and writing skills across all levels. Beginning as young as third graders (then onto 4th, 5th, 6th, 7th, 8th, and 10th) are given the MCAS reading comprehension. Reading comprehension evaluates the student on their performance of how they process information in a given passage and answer questions. This then moves onto starting with fourth graders (as well as 7th graders and then again for 10th grade) on ELA composition. This composition tests examines the students written work on how strong or how weak it is. All grades are required and no one is exempt from these exams, although the scores have no meaning until high school, in which is a requirement in order to meet the Competency Determination requirement ("Education", 2011).
Partnership for Assessment of Readiness for College and Careers [PARCC]: Starting January 2015, 56% of Massachusetts districts decided to opt. into the PARCC curriculum instead of MCAS.
PARCC is "a set of assessments that measure whether students are on track in their learning and for success after high school" (PARCC, 2015). Based from the Massachusetts Department of Elementary and Secondary Education, the PARCC ELA exam is a performance based assessment. This test is graded on three different sub-tasks. It consists of a Narrative Task, Literary Analysis Task, and Research Simulation Task.
Narrative Task (NT): This task simulates the ability to be creative. It allows the student to broaden their story based off of experiences, a story, historical figures, or even certain objects/ideas.
Literary Analysis (LA): This examines the students ability to read a complex story and be able to understand its passage. This ability is quite important when deciding which students are college ready vs. non-college ready students (PARCC, 2015).
Research Simulation Task: In the Research Simulation Task, students are tested on the ability to observe and make inferences about different passages in order to answer questions. These questions then lead the student into creating two different short responses about the passage they had just read.
As well as administering MCAS or PARCC to students, several assessments are given to student who may have trouble with the English language or other wise have trouble with examinations. These tests includes, MCAS Alternate Assessment (MCAS- Alt.); which is the same as MCAS but is recorded by class work and social interaction. Another test is the Assessing Comprehension and Communication in English State-to-State for English Language Learners (ACCESS for ELLs). ACCESS for ELLs is administer to the student in order to record the results of proficiency in reading, writing, listening, and speaking English.
Although, these are only two exams given to Massachusetts students, many reading and writing skills are assessed in order to keep tract of the progress of the individual student based on the class room setting. Younger elementary grade students are often asked to read aloud their stories in order to receive a generalized idea of what the child's reading skills is, while older students, until the twelve grade, read in order to develop an idea of what they had read.
PARCC is "a set of assessments that measure whether students are on track in their learning and for success after high school" (PARCC, 2015). Based from the Massachusetts Department of Elementary and Secondary Education, the PARCC ELA exam is a performance based assessment. This test is graded on three different sub-tasks. It consists of a Narrative Task, Literary Analysis Task, and Research Simulation Task.
Narrative Task (NT): This task simulates the ability to be creative. It allows the student to broaden their story based off of experiences, a story, historical figures, or even certain objects/ideas.
Literary Analysis (LA): This examines the students ability to read a complex story and be able to understand its passage. This ability is quite important when deciding which students are college ready vs. non-college ready students (PARCC, 2015).
Research Simulation Task: In the Research Simulation Task, students are tested on the ability to observe and make inferences about different passages in order to answer questions. These questions then lead the student into creating two different short responses about the passage they had just read.
As well as administering MCAS or PARCC to students, several assessments are given to student who may have trouble with the English language or other wise have trouble with examinations. These tests includes, MCAS Alternate Assessment (MCAS- Alt.); which is the same as MCAS but is recorded by class work and social interaction. Another test is the Assessing Comprehension and Communication in English State-to-State for English Language Learners (ACCESS for ELLs). ACCESS for ELLs is administer to the student in order to record the results of proficiency in reading, writing, listening, and speaking English.
Although, these are only two exams given to Massachusetts students, many reading and writing skills are assessed in order to keep tract of the progress of the individual student based on the class room setting. Younger elementary grade students are often asked to read aloud their stories in order to receive a generalized idea of what the child's reading skills is, while older students, until the twelve grade, read in order to develop an idea of what they had read.
What are some disorders associated with literacy?
For some children, "the ability to perceive and to combine separate phonemes in early reading can be quite difficult" (Long, 2011). This is the cause of multiple different learning disabilities or disorders.
Language-Based Learning Disabilities: Problems with age-appropriate reading, spelling, and/or writing (ASHA, 1993). This is also sometimes referred to dyslexia. The severity of dyslexia depends on on the individual and has no own etiology (although it has been seen to run in families. Dyslexia can also exist with many other disabilities, for example, ADHD [Attention Deficit Hyperactivity Disorder], ADD [Attention Deficit Disorder], dysgraphia (impairment in individuals fine motor skills), dyscalcula (learning disorder affecting math skills), and many other language/ speech disorders.
Symptoms (Dyslexia, 2002):
Symptoms (Dyslexia, 2002):
- Slow reading
- Decoding errors, especially with the order of letters
- difficulty with known words
- Trouble with spelling
- difficulty with written language
- substitutes known words
Reading and writing learning disabilities are quite common and often co-occur along with many of the disabilities listed above. But, dyslexia, or a Language- Based Learning Disability is solely directed at the impairment to read and write accurately.
Students and adults living with dyslexia may benefit from this, Dyslexie Font product (website included). This product creates a tops heavy letter, unique to each letter, to ensure the reader's mind can differentiate between letters in order to read/write much more smoothly.