# data[].attributes.body
The earliest stage of reading can occur as early as 3-4 years old. This stage is also referred to as "visual cue reading" because children begin to associate visual cues in environmental print with the names of objects. This can be restaurant logos, common public signs, grocery store names or even food and toy labels. Although children are not truly reading in this stage, the vocabulary acquired helps them as they move toward reading sight words.

# data[].attributes.body
If children demonstrate a delay in talking at this stage, parents could see this as an early indicator of Dyslexia

# data[].attributes.body
In preschool and kindergarten, children begin to move toward "phonetic cue reading", which allows them to use visual cues within words (Ex. seeing 2 l"s in the middle of yellow) and learn to associate those visuals with the words. Students can easily confuse similarly spelled words (ex. pots and post) until they truly understand the alphabetic principle. The alphabetic principle is the recognition that each letter has a sound to be associated with it, and some letters have multiple sounds that are dependent on the spelling patterns within words. These spelling rules can be taught and acquired by children through application in spelling and reading practice.

# data[].attributes.body
If the child has trouble associating letter sounds with letters during this stage, it could be an indicator for parents and teachers that a child could possibly be displaying early symptoms of Dyslexia

# data[].attributes.attachment_link.title
Hear the Sound, Find the Letter!: Reinforcing Letter-Sound Correspondences

# data[].attributes.headline
Example: Teaching Similarly Spelled Words

# data[].attributes.subject
Example: Teaching Similarly Spelled Words

# data[].attributes.body
Students begin to develop automatic recognition of certain words rather than sounding them out. This is done through repetition and practice until students can associate meaning with a word instantly. Sight word reading helps to develop fluency at the "word-level".

# data[].attributes.body
Students build on their knowledge of sight words and move toward automatic reading. Through reading practice, students acquire more words stored in their memory as decoding skills are mastered. They see letters in "chunks" (prefixes, root words, suffixes, word families, etc.) that they associate with a sound when they see them in words.

# data[].attributes.body
If students are having trouble producing and recognizing rhyming words in this stage, it could be an indication of Dyslexia.

# data[].attributes.body
Fluent reading is accurate, fast reading at the word level with appropriate expression when reading. When students develop word level fluency, they are able to devote more attention to comprehension of what they are reading rather than reading the words themselves. Students will continually practice and move toward fluency into adulthood as they gain automaticity in reading words.

# data[].attributes.headline
Example: Reader's Theater to Practice Fluency

# data[].attributes.subject
Example: Reader's Theater to Practice Fluency

# data[].attributes.attachment_link.title
Reader's Theater: Building Fluency and Expression