How Might A Stage Model Of Reading Development Be Helpful In The Classroom?

Kerry Hempenstall
RMIT University


The National Inquiry into the Teaching of Literacy is announcing findings that may directly and significantly influence how the teaching of reading is to occur in our schools in future. The changes will be nation-wide, and may involve a great deal of revised instructional practice.
Teachers involved in literacy instruction have always been the major decision-makers about the methods of instruction and the curriculum materials to employ with their students, and about how to respond to their students’ efforts along the road to skilled reading. The inquiry occurred because of concern that this ‘grass roots’ approach may not have produced the best possible outcomes for all Australian students. Further, many teachers consider themselves ill-equipped by their teacher training to make considered decisions in the best interests of all the students in their care. Attention to the stages of reading development highlighted by current research can provide a valuable framework for teachers that enables the interpretation of student reading performance and consequent instruction appropriate to the needs of all students in their care.