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The reader in this phase use context clues and pictures such as logos to guess the whole word. Teachers should focus on phonological awareness, alphabetic knowledge, and graphene phoneme correspondences.

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recognition of various chuncks in a word

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recognizing logos and pictures isn't knowledge of reading

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recognizing logos and pictures isn't knowledge of reading

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Students attends to every letter in every word, converting them to sounds and words. Most students at this phase know most letter-sound correspondence, phonemic awareness, decodes sequentially and slowly, uses decoding skills to read unfamiliar words. Instruction should focus on segmenting and blending phonemes.

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Visual cues and logos reading for pre-K students 

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Visual cues and logos reading for pre-K students 

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This is considered the most mature form of reading.

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This is considered the most mature form of reading.

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Students often use visual cues.  Focus should be on PA, alphabet knowlege, and grapheme-phoneme correspondences. 

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Students often use visual cues.  Focus should be on PA, alphabet knowlege, and grapheme-phoneme correspondences. 

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There is no alphabetic knowledge in this stage. Children naturally attach words to pictures/logos but cannot recognize words without the pictures/logo. Most children are ready complete this stage in kindergarten.

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Practice letter names and sounds.

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Students recognize logos, but just put the word without logo and at this phase they will not recognize the connection.

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Seeing and understanding all parts of the words

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Seeing and understanding all parts of the words

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many in this phase rely on environmental print. The need to focus on PA, alphabetic principle, etc is where emphasis needs to be

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many in this phase rely on environmental print. The need to focus on PA, alphabetic principle, etc is where emphasis needs to be

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Recognizing symbols is a skill builder. Visual cues to support in figuring out words.

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Everything begins with letters and sounds.

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uses visual cues, recognize some words as pictures & read words as a whole
In K, phonics instruction develops readers & move into next phase with focus on PA, AK, G-P correspondence

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Little or no knowledge of the alphabet. Visual cues are used. They recognize logos and signs. 

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Little or no knowledge of the alphabet. Visual cues are used. They recognize logos and signs. 

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Readers read chuncks to decode instead of phonemes. They instanly recognize them. Therefore, word reading is quick and effortless. 

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Readers read chuncks to decode instead of phonemes. They instanly recognize them. Therefore, word reading is quick and effortless. 

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The teacher should teach letter/sound knowledge using all letters of the word.

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Reader sees and sounds every letter. Focus is on segmenting and blending every phoneme.

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Reader sees and sounds every letter. Focus is on segmenting and blending every phoneme.

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Reader attends to every letter - letters are put into sounds or words. Students begin this phase by late kindergarten/early first grade. Instructional focus should be on blending phonemes and getting students to focus on every grapheme individually. Exposure to words with phoneme-grapheme correspondence is important through this stage.

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Repeated exposure to words promotes Orthographic Mapping.

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Repeated exposure to words promotes Orthographic Mapping.

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Use cues to figuire out words. They recognize words as pictures

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attending to every letter; letters into sounds and words, promotes orthographic mapping 

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attending to every letter; letters into sounds and words, promotes orthographic mapping 

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Students recognize words as a whole and use pictures

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Students use visual cues, context clues, and guessing strategies.

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Students use visual cues, context clues, and guessing strategies.

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They need P.A and alphabet instruction.

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-Use visual cues (attach logos to words)

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-Use visual cues (attach logos to words)

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Teachers need to make sure that students are using ALL LETTERS IN EACH WORD as they begin to read.

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Teachers need to make sure that students are using ALL LETTERS IN EACH WORD as they begin to read.

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Focus is phonological awareness, alphabet knowledge and grapheme/phoneme connections. Readers connect visual cues with words such as logos. Once phonics instructions starts readers have moved through this phase and into the next.

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Focus is phonological awareness, alphabet knowledge and grapheme/phoneme connections. Readers connect visual cues with words such as logos. Once phonics instructions starts readers have moved through this phase and into the next.

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Everything begins with letters and sounds

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use of context clues, pictures and guessing strategies

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use of context clues, pictures and guessing strategies

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Instruction in this phase should focus on the recognition of the various chunks within words

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Child has no or just a little aphabet knowledge and use visual cues to read but it is not reading 

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Child has no or just a little aphabet knowledge and use visual cues to read but it is not reading 

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children recognize some words as pictures and read words as whole.

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children recognize some words as pictures and read words as whole.

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Intentional review of letter sounds. Constantly filling in any obvious or underlying gaps.

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Intentional review of letter sounds. Constantly filling in any obvious or underlying gaps.

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No alphabetic knowledge
Most often use visual cues like a picture or a logo, such as McDonalds or Coca Cola
Recognize some words a spictures and read words as wholes...guess, use pictures, context clues
Perfectly normal until early kinder where they typcially move onto the partial alphabetical phase

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must know by memory letters and sounds to create meaning in words

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must know by memory letters and sounds to create meaning in words

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Studentschunk thewords

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recognizing through symbols/pictures cues is not reading

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recognizing through symbols/pictures cues is not reading

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Hmmm... some of my students are in this phase in upper grades

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Reader attends to every letter in a word. needs PA, sound/letter knowledge, happens more in late K and early First

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Students in this phase has a working knowledge of most letter sounds, has phonemic awareness and decodes slowly.  blending and segmenting are important in this phase.  Repeated exposure is necessary for growth in this phase.

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Students in this phase has a working knowledge of most letter sounds, has phonemic awareness and decodes slowly.  blending and segmenting are important in this phase.  Repeated exposure is necessary for growth in this phase.

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-converting letters into sounds and words
-student knows most L/S
-uses decoding skills to read unfamiliar words

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little or no alphabetic knowledge.  uses visual/picture, shape of word or logo.

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Uses first letter and previous knowledge of words. Instruction should focus on letter sound and phonemeic awareness

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Uses first letter and previous knowledge of words. Instruction should focus on letter sound and phonemeic awareness

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Has little or no alphabetic knowledge, uses other cues to figure out words.

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The pre-alphabetic phase is a perfectly normal part of reading development, but by sometime early in kindergarten, once phonics instruction has begun, typically developing readers have moved through this phase and into the next.

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Use initial sound to "guess" the word.
Instruction involves reinforcing letter sound knowledge and phonemic awareness and attending to all letters/sounds in words.

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The reader attends to every letter in every word. They are using decoding skills to read unfamiliar words. TEACH: Focus on segmenting and blending phonemes. The children should attend to every grapheme individually.

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Typically late kinder, beginning first graders. Focus on Segmenting and blending. Using orthographic mapping to bond spelling pronunciation, meaning, and commit to memory

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this is a beg stage, but teachers need to teach abc knowledge, grapheme and phoneme correspondence, phonics so students can move beyond recognizing symbols and learn words to read

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this is a beg stage, but teachers need to teach abc knowledge, grapheme and phoneme correspondence, phonics so students can move beyond recognizing symbols and learn words to read

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use all the letters in the word

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Students often sound out the initial sound and then use clues to guess the word. They may exaggerate a word based on the initial letter and a previous association/guess.

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Students often sound out the initial sound and then use clues to guess the word. They may exaggerate a word based on the initial letter and a previous association/guess.

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normal reading development before kinder

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A lot of visual clues to read whole words. They can read logos but not the words in isolation.

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A lot of visual clues to read whole words. They can read logos but not the words in isolation.

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Instruction Focus should be on phonological awareness, alphabet knowledge and grapheme/phoneme correspondence 

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Instruction Focus should be on phonological awareness, alphabet knowledge and grapheme/phoneme correspondence 

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Cbig M represents Mc Donnalds. hildren have little or no alphabetic knowledge. They use visual clues, like logos as the readingFor example, te

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Begin with chunks

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focus on phonological awareness, alphabet knowledge & grapheme-phoneme correspondence

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focus on phonological awareness, alphabet knowledge & grapheme-phoneme correspondence

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happens generally late kinder early first

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happens generally late kinder early first

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Readers use the first letter sound to figure out the word. So, it builds on Pre Alphabetic knowledge.

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Students rely on visuals for understanding. Focus on teaching the alphabetic principal and phonological awareness. 

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Students rely on visuals for understanding. Focus on teaching the alphabetic principal and phonological awareness. 

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reader attends to every letter in the word

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reader attends to every letter in the word

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may occasionally use other letters to figure out a word

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Chunks to decode rather than individual phonemes
Chunks become more instantly recognizable
begins in 2nd grade
focus on the recognition of the various chunks with in the words

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Instruction should focus on recognition of various chunks w/i words

Students should pronounce each new word aloud as they read to form spelling-sound connections and phonological memory for the word

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CAP is when students begin to use chunks to decode instead of individual phonemes. Considered most mature form of reading.

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CAP is when students begin to use chunks to decode instead of individual phonemes. Considered most mature form of reading.

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instruction focus on segmenting and blending phonemes

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instruction focus on segmenting and blending phonemes

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Pre-Alphabetic For Instruction, focus on phonological awareness, alphabet knowledge and grapheme-phoneme correspondences.

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Pre-Alphabetic For Instruction, focus on phonological awareness, alphabet knowledge and grapheme-phoneme correspondences.

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I remember a child in this phase who told me, when they looked at the Carls Jr. logo, that the word Carls said Juniors. That was the name his family used with that restaurant so he associated Juniors with the word Carls.

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students are gaining automaticity in their reading ability

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This child has phonological awareness and decides slowly but places attention on every letter of every word

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Instruction for children in this phase should focus on phonological awareness, alphabet knowledge, and grapheme-phoneme correspondences.

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uses decoding skills to read unfamiliar words.

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uses decoding skills to read unfamiliar words.

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this should  be happening between Late K and Early 1st

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this should  be happening between Late K and Early 1st

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Characterisctics: some environmental print is not reading     --> recognizing logos or pictures & attaching familiar words. Inst. Implications: focus on P.A>, alphabet knowledge, grapheme-phoneme correspondence.

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Characterisctics: some environmental print is not reading     --> recognizing logos or pictures & attaching familiar words. Inst. Implications: focus on P.A>, alphabet knowledge, grapheme-phoneme correspondence.

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quick and effortless, most words are sight words. If reader comes to an unknown word- reader has all the tools to decode that word. Most proficient level.

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In this phase the reader has strong PA and is strong in letters/sounds.  They are able to decode but more than likely slowly.  They transfer this skill to decoding unfamiliar words.

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In this phase the reader has strong PA and is strong in letters/sounds.  They are able to decode but more than likely slowly.  They transfer this skill to decoding unfamiliar words.

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*focus on every letter in every word
*at this stage, S have knowledge of letter sound correspondence
*T focuses on blending and segmenting

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little alphabetic knowledge, relying on visual cues and whole words

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Students in the pre alphabetic stage use pictures or logos to "read" words. For example, they can read Mc Donalds by looking at the golden arches. Without the picture they cannot read the words.

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Students in the pre alphabetic stage use pictures or logos to "read" words. For example, they can read Mc Donalds by looking at the golden arches. Without the picture they cannot read the words.

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child has no alphabetic knowledge and uses cues to figure out words. 

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child has no alphabetic knowledge and uses cues to figure out words. 

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no alphabetic knowledge, uses cues to figure out words, etc.

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no alphabetic knowledge, uses cues to figure out words, etc.

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A child in this phase has little or no alphabetic knowledge and, instead, uses other cues to figure out words

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A child in this phase has little or no alphabetic knowledge and, instead, uses other cues to figure out words

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readers use chunks (blends, digraphs, vowel teams, affixes) to decode words rather than phonemes. 

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readers use chunks (blends, digraphs, vowel teams, affixes) to decode words rather than phonemes. 

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reads words with automaticity and can focus on meaning

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reads words with automaticity and can focus on meaning