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Stage and Characteristics
Emergent
• Children use environmental print to
help identify words.
• Children are just beginning to be
aware that there is a relationship
between letters and sounds.
• Use activities that build on
phonemic awareness.
Beginning
• A move from pretending to read to
actually being able to read as they
match sounds and letters.
• Common for Ss to vocalize the
letter sounds as they read aloud, to
finger-point while reading aloud,
and to read slowly in a word-byword manner (Bear et al., 2004).
• This stage of spelling usually finds
children just starting to understand
beginning and ending sounds and
spelling phonetically (Bear et al.,
2004).
Transitional
• The transitional stage usually
begins around second grade as
children begin to decode commonly
recurring letter patterns as units
(Ehri and McCormick, 2004).
• Children at this stage are said to be
at the consolidated-alphabetic stage
as their focus shifts to spelling
patterns, which might include
onsets, rimes, and syllables.
• In the corresponding stage of
spelling development, within-word
pattern spelling, children are able to
consolidate single-letter sounds into
patterns or chunks, and words with
regular spelling patterns are
internalized (Bear et al, 2004).
Center
Intermediate
• The intermediate stage finds
children still in the consolidated
alphabet stage (Ehri and
McCormick, 2004), but they also
move into an awareness of
syllables and affixes (i.e., prefixes,
suffixes, and other types of
inflectional endings) (Bear et al.,
2004).
• These children can read faster
silently than they can orally, and
they can spell most single-syllable
words correctly.
Advanced
• Readers and writers at the
advanced stage, or automatic
stage, of word reading have “highly
developed automaticity and speed
in identifying unfamiliar as well as
familiar words” (Ehri and
McCormick, 2004, p. 384).
• A characteristic of proficient readers
is that they read accurately and
recognize words automatically
(Kuhn and Stahl, 2004).
• The corresponding stage of spelling
development is known as the stage
of derivational relations, because
children understand that they can
derive related words from a basic
root word by adding prefixes and
suffixes (Bear et al., 2004).