Reading Behaviors for Both Stages
- word recognition becomes more automatic
- comprehension becomes easier as they read more for meaning and understanding
- a shift takes place from learning to read to reading to learn
- develop strong opinions about the type of genre they prefer to read (historical fiction, fantasy, science fiction, etc.)
- gain large amounts of vocabulary from their reading
- non-fiction is typically harder for them than fiction because of its specific vocabulary and text structure
WTW 3rd ed, 23-25 & Reading Development
4-Add on the Syllables (roughly 9-14 year olds)
Spelling Behaviors
- can spell most one-syllable sort, long, and ambiguous words correctly; but not it’s time to take what they know and apply it to longer words
- confuse spellings where the syllables meet (such as where to double a consonant before adding -ing or -ed)
- tend to misspell unaccented syllables (INVUTATION for invitation or CONFUDENT for confident)
- misspell some prefixes and suffixes (such as PER- for pre- or -IBLE for -able)
Words Their Way calls these spellers Syllables and Affixes Spellers
WTW, 3rd ed, 18 & Stages Spelling Development
5-Building Vocabulary (middle/high school, college)
Spelling Behaviors
- spell most common words correctly, but still can confuse patterns such as: unaccented syllable spellings (schwa), silent consonants (EMFASIZE for emphasize), some suffixes and prefixes (MISPELL for misspell), and “borrowed” word spellings (from other languages)
Words Their Way calls these Derivational Relations Spellers
WTW 3rd ed, 20