Stage 2 — Phonetic Cue Word Recognition
Children learn to generate rhyming words and sentences with alliteration and are able to separate the beginning sound of a small word from the rest of the word (bat, /b/-/at/). Children during this stage begin to use letter and sound relationships to recognize words. For instance, they might recognize the word boat based on the initial b and final t. However, because they cannot fully sound out words, they might confuse boat with beat, boot, etc.
Because children are using some, but not all, of the letter information in a word, their word recognition skills are still inaccurate. Their knowledge of what the story is about and the pictures that accompany the story are used heavily to help with word recognition, meaning they are still often guessing at words.
At this stage, children learn and master the letters of our alphabet, and the sounds associated with different letters. They are attempting to break the code of print and to a child at this stage, sounding out the words is reading.
Learn how to help small groups of students build their phonetic cue word recognition skills by watching Read Aloud Extension: Developing an Awareness of Phonemes.
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List of Typical Behaviors at This Stage:
- Knows the parts of a book and their functions
- Begins to track print when listening to text being read
- Recognizes and can name all uppercase and lowercase letters
- Understands the relationship between the sounds in a spoken word and the sequence of letters in the word when it is written down
- Learns most one-to-one letter sound correspondences
- Recognizes some words by sight, especially very common ones (a, the, I, my, you, is, are)
- Notices when simple sentences fail to make sense
- Makes predictions based on illustrations
- Can hear a word and separate it into the distinct sounds (mat = /m/ + /a/ + /t/)
- Given spoken words like “dan, dan, den” can identify the first two as being the same and the third as different
- Given spoken sets like “dak, pat, sen” can identify the first two as sharing the same middle sound
- Can merge spoken word parts into whole words (cow + boy = cowboy)
- Given a spoken word, can produce a rhyming word
- 2Key Terms
- 3Literacy Diagram
- 4Literacy: A Cornerstone of College and Career Readiness
- 5Literacy Skills Develop Over Time
- 6â€œTextsâ€ Come in All Shapes and Sizes
- 7Literacy: An Evolving Set of Skills
- 8Oral Language and the Reading Connection
- 9Unlocking Meaning: Vocabulary is the Key
- 10The Vocabulary Gap
- 11How Do Reading Skills Develop?
- 12How Do We Become Good Readers?
- 13Five Components of Reading
- 14Phonemic Awareness
- 19Comprehension â€” Putting the Pieces Together
- 20Developmental Stages of Reading
- 21Stage 1 â€” Visual Cue Word Recognition
- 22Stage 2 â€” Phonetic Cue Word Recognition
- 23Stage 3 â€” Controlled Word Recognition
- 24Stage 4 â€” Automatic Word Recognition
- 25Stage 5 â€” Strategic Reading
- 26Stage 6 â€” Proficient Adult Reading
- 27Howâ€™s My Reading?
- 28The Power of Writing!
- 29How Writing Skills Develop
- 30Why Literacy Is Important
- 31Preventing Summer Learning Loss
- 32Literacy Everywhere
- 33Deepen Your Understanding
- 34Listen to Students Read Aloud
- 35The Value of Good Questions
- 36Motivation â€” A Key to Promoting Positive Reading Behaviors
- 37Literacy Skills Affect Future Success and Civic Participation
- 38Learn More Library
- 41Check for Understanding