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CRLA Reading Profile Descriptions

The CRLA Reading Profile Descriptions categorize readers into five levels: Emerging Readers (Emergent Low and High), Developing Readers, Transitioning Readers, and Grade Level Readers. Each level outlines specific skills and challenges, from basic letter recognition in Emergent Readers to strong decoding and comprehension abilities in Grade Level Readers. The profiles emphasize the need for targeted instruction and practice to enhance reading skills across different grade levels.

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Ferdilyn Lasawang II
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1K views2 pages

CRLA Reading Profile Descriptions

The CRLA Reading Profile Descriptions categorize readers into five levels: Emerging Readers (Emergent Low and High), Developing Readers, Transitioning Readers, and Grade Level Readers. Each level outlines specific skills and challenges, from basic letter recognition in Emergent Readers to strong decoding and comprehension abilities in Grade Level Readers. The profiles emphasize the need for targeted instruction and practice to enhance reading skills across different grade levels.

Uploaded by

Ferdilyn Lasawang II
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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CRLA Reading Profile Descriptions

Emerging Readers are at the very basic level of reading development. This profile
has two sublevels—Emergent Low and Emergent High. Readers in the Emergent-
Low level only gained the bare minimum skills from the previous grade level. They
will benefit from a lot of direct instruction on skills expected from the previous
and current grade levels. Meanwhile, readers in Emergent-High have met the
basic reading skills from the previous grade level but have not mastered
automaticity and fluency, and have limited reading comprehension of texts at the
current grade level.
Emergent-Low
Grade 1: Learner knows only a few letters (0-6 letters) and has very little to
moderate (0-80%) evidence of phonological awareness when doing rhyming tasks,
can barely blend letter sounds together, and is struggling to read even simple
words

Grade 2: Learner does not know sounds of some letters OR learner


might be reading per letter sound or syllables with limited word recognition
of words at Grade 2 and possibly Grade 1 level

3: Learner does not know the sound of some letters OR learner might be
reading per letter sound or syllables with limited word recognition of
words at Grade 3 or even at lower levels

Emergent-High
Grade 1: Learner knows 80% or more of the letters, has firm phonological
awareness, and can decode words from the previous grade level. Learners
might also struggle to decode words (low automaticity) at the current
grade level and need to improve fluency and recall details from a story just
read.

Grade 2: Learner can decode 80% or more of the words from the previous
grade level and is ready for the introduction of words from the current
grade level. Learners struggle to decode words at current grade level (low
automaticity) and need to improve fluency and recall details from a story
just read.

Grade 3: Learner can decode 80% or more of the words from the previous
grade level and is ready for the introduction of words from the current
grade level. Learners struggle to decode words at their current grade level
(low automaticity) and need to improve recalling details from a story just
read.

Developing Readers have a good grasp of letter knowledge and phonological


awareness. They can decode words and phrases from previous and current grade
levels but require a lot of guidance from teachers and practice to increase
automaticity, accuracy, fluency, and reading comprehension of sentences and
passages at the current grade level.

Transitioning Readers have a firm grasp of letter knowledge and phonological


awareness and have mastered phonics patterns from previous and current grade
levels. They can decode and read simple words, phrases, sentences, and passages
from previous and current grade level with expected accuracy. Learners need to
master fluency and improve reading comprehension of passages at grade level. Learners
can benefit from reading texts from a variety of themes and styles. Learners can begin
direct instruction on reading in a second language.

Readers who are reading at Grade Level have a firm grasp of letter knowledge,
phonological awareness, and strong decoding skills at the current grade level. Learners
can benefit from reading texts from a variety of themes and styles in L1 and L2. They
can easily shift from reading passages in L1 and l2 and can begin learning how to read in
L3.

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