What is the role of a teacher in the stages of reading development?

In my own research the role of a teacher in the stages of reading development is to help
children to develop and maintain their positive attitude towards learning and literacy. It is
needed to motivate and enhance readers read and read more, using more complex
cognitive strategies, learn from a full range of multiple sounds, words, concepts, stories,
exposure to print, literacy materials and just plain talk can boost the reading
development of a child and this strategies of reading development a child can boost
their emergent reading to become a fluent and expert reader.

Why is it important for a teacher to have an understanding of the stages of

development?
It is important for a teacher to have an understanding of the stages of development,
because, by knowing the different stages of a child's development (Mental, Behavioural
and Gross-Motor), the teacher could properly assessed whether a particular child has
learning problems and needs additional help or support. This is also a way for them to
know how to properly discipline them if they are misbehaving.
And in my own understanding as a future teacher it is important to have some
understanding of this process of children's development. This will enable me to assess
whether or not a child is developing appropriately, to understand what they are and are
not capable of doing, and to respond to each child's needs and rights more effectively.

STAGE 1: THE EMERGENT PRE-READER (TYPICALLY BETWEEN 6 MONTHS TO 6 YEARS OLD)

During the initial phase of the reading development process children sample and learn from a
full range of multiple sounds, words, concepts, images, stories, exposure to print, literacy
materials, and just plain talk during the first five years of life.

STAGE 2: THE NOVICE READER (TYPICALLY BETWEEN 6 TO 7 YEARS OLD)

During the second phase of the reading development process children are learning the
relationships between letters and sounds and amongst printed and spoken words. The child
begins to read stories with high-frequency words and phonically regular words and uses
emerging skills and insights to “sound out” new one-syllable words.

STAGE 3: THE DECODING READER (TYPICALLY BETWEEN 7 – 9 YEARS OLD)

During the third phase of the reading development, process children are beginning to
read familiar stories and text with increasing fluency. This is accomplished by consolidating the
foundational decoding elements, sight vocabulary, and meaning in the reading of stories and
selections that the child is already familiar with.

STAGE 4: THE FLUENT, COMPREHENDING READER (TYPICALLY BETWEEN 9 – 15 YEARS OLD)

During the fourth phase of the reading development process, reading is used to acquire new
ideas to gain new knowledge, to experience new feelings, to acquire new attitudes, and to
explore issues from multiple perspectives. Reading includes the study of textbooks, reference
works, trade books, newspapers, and magazines that contain new ideas and values, new
vocabulary and syntax.

STAGE 5: THE EXPERT READER (TYPICALLY FROM 16 YEARS AND OLDER)

During the fifth phase of the reading development process, the learner is reading from a wide
range of advanced materials, both expository and narrative, with multiple viewpoints. Learners
are reading broadly across the disciplines, including the physical, biological and social sciences
as well as the humanities, politics and current affairs.