The saying goes, in kindergarten through third grade, a child learns to read (think phonics); in third and later grades, a child reads to learn (think comprehension).*
But practically, what does this mean?
By the end of kindergarten:
- Students can recognize almost all letters, upper and lower case.
- Some students can state the sound represented by an individual consonant letter, and they can recognize closed (short) vowel sounds.
- Some students can read consonant-vowel-consonant (CVC) words.
- Most students cannot yet read open (long) vowel patterns such as oa and ight.
- Many students rely on first and last letters in words to sound words out.
- Students rely on pictures to help figure out words.
By the end of first grade:
- Students can decode one-syllable CVC words, including those with blends.
- Students can decode one-syllable words ending in a silent e.
- Students can read one-syllable open (long) vowel words like he and my.
- Students can read one-syllable r-controlled words like star and dirt.
- Students can read some one-syllable words with two-vowels like bee and boot.
- Many students need to sound out common one-syllable words rather than recognizing them as sight words.
- Students depend less on pictures and context clues to decipher words.
By the end of second grade:
- Increasingly, students are able to decode two- and three-syllable words if those words follow rules of phonics.
- Students can decode words by separating familiar suffixes and prefixes to find root words and then reassembling the parts.
- Students recognize common letter patterns.
By the end of third grade:
- Students have mastered decoding of words using phonics, including many multi-syllabic words.
- Students recognize most common words by sight.
- Students recognize word families and can use that knowledge to decipher new words.
This breakdown covers word recognition. But there is another part of learning to read, namely, language comprehension. We will discuss that in the next blog.
*Researcher Jeanne Chall (1983) first coined this idea.
See researchers Linnea Ehri (1991, 2005) and Spear-Swerling (2015) for more indepth discussion of reading stages.