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Ehris Phases 1

Ehri’s phases of word-reading development outline four stages for children aged four to six: Prealphabetic, Partial Alphabetic, Full Alphabetic, and Consolidated Alphabetic. Each phase has distinct characteristics and instructional needs, focusing on the progression from visual recognition of words to phonemic awareness and automatic sight word recognition. The document emphasizes the importance of tailored instruction to support students' transition through these phases.

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Thi Do
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6 views23 pages

Ehris Phases 1

Ehri’s phases of word-reading development outline four stages for children aged four to six: Prealphabetic, Partial Alphabetic, Full Alphabetic, and Consolidated Alphabetic. Each phase has distinct characteristics and instructional needs, focusing on the progression from visual recognition of words to phonemic awareness and automatic sight word recognition. The document emphasizes the importance of tailored instruction to support students' transition through these phases.

Uploaded by

Thi Do
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd

Ehri’s Phases of

Word-Reading
Development

-Janell Koesel
According to LETRS,

Ehri’s phases describe typical


students between the ages of
four to six.

2
1 Prealphabetic
Also called logographic or incidental
visual cue reading and writing
3
“

Children will memorize some words by their


appearance within contexts such as cereal
boxes or street signs.

4
Prealphabetic
Characteristics

▪ No letter-sound awareness
▪ Cannot read text
▪ Strings letters together
▪ Letters not clearly formed
▪ Incidental visual cues
▪ General concepts of print
5
Instructional Needs

▪ Alphabetical Principle- the concepts


that letters are used to represent
individual phonemes in the spoken
word
▪ Alphabet letter names and forms
practiced to the point of automatic
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retrieval
7
2 Partial
Alphabetic
Previously called Early Alphabetic

8
Partial Alphabetic
Characteristics

▪ Letter names and some letter sounds


▪ Confuses similar-appearing words
▪ Beginning and ending consonants
▪ Identifies initial phonemes
▪ Onset-rime

9
Instructional Needs

▪ Learn the common spelling for each


phoneme
▪ Look at all the letters in a simple word
to sound it out
▪ Phoneme-grapheme mapping

10
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3 Full
Alphabetic
Previously called Later Alphabetic

12
Full Alphabetic
Characteristics

▪ Beginning of automatic sight word


recognition (mostly regular words)
▪ Initial set of phoneme-grapheme
correspondences
▪ Basic phonemic awareness (segment
and blend 3-4 phoneme words)
13
Instructional Needs

▪ Focus on building fast and accurate


word recognition to free up cognitive
desk space for comprehension
▪ Fluency with phoneme-grapheme
correspondences & pattern
recognition
14
Decodable texts are most
impactful for students in
the partial and full
alphabetical phases.

15
16
4 Consolidated
Alphabetic
Most students do not transition to
consolidated, accurate, and fluent
reading and writing until second or
third grade.
Consolidated Alphabetic
Characteristics

▪ Increasingly automatic sight word


recognition of regular & irregular words
▪ Orthographic mapping: phoneme-
grapheme links, word families, syllable
patterns, morphemes
▪ Advanced phonemic awareness (deletion,
18
substitution, reversal of phonemes)
Instructional Needs

▪ Longer words, words with unusual


spellings, and analysis of base words,
endings, prefixes, compounds,
contractions, and other constructions
must be conquered through additional
word study
19
20
Do not pigeonhole students
in one phase!

Partial/
Full/ Later Consolidated
Prealphabetic Early
Alphabetic Alphabetic
Alphabetic

21
22
THANKS!

Any questions?

You can find me at jludwig@[Link]

23

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