The following is a sequence of
skills in reading development compiled by Dr. Margaret Drew,
Assistant Professor, Curriculum and Instruction, Northwest Missouri
State University.
It is important to note that not every child will fit this profile
exactly. It is only a helpful guideline. Being aware of this
information can enable a parent to monitor his/her child's growth in
reading acquisition.
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18 months
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Points to identified
pictures in book.
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2 years
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Names pictures in book.
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2 1/2 years
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Pretends to pick up
object from picture
book.
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3-3 1/2 years
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May identify some capital letters in alphabet book or on blocks. May select a letter by form, such as a circular or angular one to identify. May learn to identify by association as "M for Mommy". Enjoys song about ABCs. Wants to look at pictures
in book when being read to.
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4 years
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Identifies several
capital letters, and associates letters with the beginning
letters of a familiar name; i.e. "S for Susan". |
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5 years
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May cease temporarily to identify letters formerly recognized when attempting to print them. Likes to identify repetitious phrases or word in familiar books such as exclamations or sounds that animals make. Also identifies word signs such as stop, go, or hot and cold on faucets, or words on cereal boxes. May like to underline letters or words in a familiar book. May read letters in sequence and ask, "What does D-O-G spell?" Likes to spell simple words such as cat, dog, yes, no, mommy, and daddy. In identifying letter or word, often selects first or last letter on a line and reads vertically from bottom up or from top to bottom. Recognizes own first name. May recognize several or
all numbers on the clock, or those related to certain
routines. May identify some numbers on calendar, telephone
dial, or own house number.
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5 1/2 years
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Is more familiar with letters of the alphabet. May translate a word into more familiar meaning: coffee for cup, etc. (similar to 2 year-old who names the picture of a cup, coffee) May "read" pictures of a book. Likes to listen to stories of children in action such as those in first grade primer. May regard print as well
as pictures when read to. |
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6 years
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Shows interest in small as well as capital letters. Recognizes words and phrases, and perhaps sentences. Finds words related to picture or story. Matches words. Likes to have material which relates to his own experiences. Is beginning to develop reading vocabulary. Is beginning to recognize a word out of context. Gets clues from length of word, beginning sound or letter. Uses marker or points with fingers at words. May like to read nursery books. May now read through earlier may have memorized. May want to write words and have adult spell correctly. Likes to listen to poems about letters such as found in "Sounds the Letters Make". When child can read a book, often reads and rereads it many times. Typical reading
errors:
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7 years
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Can now read sentences. Recognize familiar words easily and rapidly out of context. May show individual differences in reading rate. In oral reading, may try to maintain flow and prefer to have unfamiliar words supplied or guess at them. Often repeats word or phrase to maintain speed. May be excessively slow. Likes to know how far to read. May use a marker. In spelling, may supply beginning and ending letters if cannot spell the whole word. May enjoy a game of spelling words at home during routines. Enjoys finding familiar words in the child's dictionary. Typical reading errors:
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8 years
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Masters new words through context, division into syllables, initial consonants, prefixes and suffixes. Has mechanics and reading for meaning now in better balance. Begins to be able to stop and discuss what he/she is reading. Reads easy material with exaggerated expression. Considers it "babyish". Uses the table of contents. Holds books easily on lap with some little shifting of head distance. Seldom needs to point to maintain place. May point or bring head closer for a new, difficult word. Reads more rapidly in silent reading, and usually prefers silent reading. Also enjoys taking turns in reading a story orally. Typical reading errors:
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9 years
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Seems to read books that are more related to various subjects. Shows individual differences in abilities and interest. May start to make a real spurt in reading development. Utilizes the dictionary. May do better in silent reading, but needs to be checked by oral reading. May prefer silent reading, but when reading for facts and information, retains reading matter better when read orally. Typical reading errors:
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