The term describes a child in the early stages of learning to read. This individual has not yet mastered conventional reading skills but demonstrates a developing understanding of print concepts, phonological awareness, and letter recognition. An example is a child who can identify some letters of the alphabet, understands that print carries meaning, and can retell a simple story read aloud, even if they cannot independently decode the words on the page.
Recognizing this developmental stage is crucial for tailoring instruction to meet specific needs, fostering early literacy success. Addressing their specific needs helps build a solid foundation for future reading proficiency. Historically, acknowledging this pre-reading stage has shifted pedagogical approaches to emphasize a more holistic and individualized literacy experience.
