Grace Goodell

Grace Goodell’s reading skills ladder and stages of reading
Proponent: Grace E. Goodell
 Is a retired professor of international development at John Hopkins

School of advance International Studies in Washington, DC
 Has a PH.D. in anthropology from Columbia University
 Principal work was the elementary structures of political life: rural
development in Pahlavi iran, oxford university Press,1996.
The reading skill ladder
 Sequence of reading skills learners must master.

 It Is the steps of reading progress starting from easy moving to
progressively difficult.
𝗚𝗿𝗮𝗰𝗲 𝗚𝗼𝗼𝗱𝗲𝗹'𝘀 𝗿𝗲𝗮𝗱𝗶𝗻𝗴 𝘀𝗸𝗶𝗹𝗹𝘀 𝗹𝗮𝗱𝗱𝗲𝗿

I - BASIC SIGHT WORDS
 Often called high frequency words

 These are commonly used words that do not follow any decoding rules specific rules.
 Doesn’t need to be sounded out
 Dolch’s word list
II - PHONETIC ANALYSIS
 Based on tradition classification of speech sounds.

 Use the international phonetic alphabet (IPA)
 Sounding out larger words by breaking them down into their
vowel/consonant/combination groups.
III - STRUCTURAL ANALYSIS
 Breaking down parts of the word to understand what the unknown words mean
 The process of using familiar word parts (base words, prefixes, suffixes) to determin
meaning of unfamiliar words.
IV - CONTEXTUAL CLUES
 Hints that helps define a difficult or unusual word.

 Clues may appear within the sentence or in a preceding or subsequent sentence.
Types of context clues
o Synonym – words with the same meaning, used in the sentence
o Antonyms – words or group of word that has the opposite meaning.
o Explanation – the unknown word is explained within the sentence or in the
preceding sentence.
o Examples- specific examples are used to define the term.
V - VOCABULARY READING
 Reading vocabulary refers to the words we need to know to understand what we
read.
 It is the idea of enhancing the Learners ability to know and understand words through
reading.
VI – FINDING THE MAIN IDEA

 The main idea tells the readers what the writing piece is about. It is the “key concept”
being expressed.
 Requires Understanding the gist, topic or the conceptual framework of a textbook
chapter, an article, a paragraph, a sentence or a passage.
VII – FINDING SUPPORTING IDEA
 Filling the gaps
 Focuses on details of information may it be minor or major.
VIII – INFERING MEANINGS AND DRAWING CONCLUSION
 Refers to the information that is implied or inferred.
IX - CLASSIFYING/FACTS
 Separating various information on a basis of a criteria
 Involves organizing information in rational order
X – USING PARTS OF THE BOOK
 Title page – informs about where and when a book is published.
 Table of contents – lists of chapters and sections of the book with corresponding
numbers.
 Glossary of Books – provides meanings of terms or words used in the book
 Index of a book – listing of topics, names of people, maps etc. any information in the
book is listed here.
XI – USING A DICTIONARY
 A DICTIONARY also called as WORD REFERENCE is a collection of words in one or more
languages listed alphabetically with its definitions.
 It provides its users more knowledge about a certain word and its usage.
XII – ENCYCLOPEDIA
 Encyclopedias are sets of books, with a vast range subjects typically arrange
alphabetically.
 Using encyclopedia and other reference books provides learners a wide range of topics
to read and gain knowledge.
XIII - BORROWED BOOK
 Borrowing books for research or other readings is skill that is already in the top step of
the ladder.
XIV - OWN BOOK/LIBRARY
 Collecting books (preferably difficult ones) for reading.
XV – EXPOSURE TO MASS MEDIA
 Exposing a learner to mass media can open the mind to real-life matters.
XVI – INTERNET
 Provides abundant of sources and information for reading
5 𝗦𝘁𝗮𝗴𝗲𝘀 𝗼𝗳 𝗿𝗲𝗮𝗱𝗶𝗻𝗴 𝗱𝗲𝘃𝗲𝗹𝗼𝗽𝗺𝗲𝗻𝘁

I. Emergent Literacy - first and most important, when child shows interest
II. Early Reading - more involved in reading, fell like a reader
III. Responding/Progressive Reader - more fluent at state 3, self-correcting
IV. Explorational/Transitional Reader - fluent and knowledgeable
V. Applying/Independent Reader - construct, read longer and complex for intended outcome

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Grace Goodell’s reading skills ladder and stages of reading

Proponent: Grace E. Goodell

 Is a retired professor of international development at John Hopkins

The reading skill ladder

 Sequence of reading skills learners must master.

𝗚𝗿𝗮𝗰𝗲 𝗚𝗼𝗼𝗱𝗲𝗹'𝘀 𝗿𝗲𝗮𝗱𝗶𝗻𝗴 𝘀𝗸𝗶𝗹𝗹𝘀 𝗹𝗮𝗱𝗱𝗲𝗿

 Often called high frequency words

 Based on tradition classification of speech sounds.

 Hints that helps define a difficult or unusual word.

VI – FINDING THE MAIN IDEA

5 𝗦𝘁𝗮𝗴𝗲𝘀 𝗼𝗳 𝗿𝗲𝗮𝗱𝗶𝗻𝗴 𝗱𝗲𝘃𝗲𝗹𝗼𝗽𝗺𝗲𝗻𝘁

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