Across the six stages of reading development (Chall, 1996), I have identified three skill domains and six developmental areas to take into consideration. For the purposes of this outline, I present the three "frames" in the current journal entry.

It is essential that experienced adults “keep the finger on the pulse” to ensure that younger learners are developing the skills, practices, knowledge, habits and attitudes that are required presently and which will be required in subsequent stages.

Learners should have the opportunity to consolidate current skills (that they are expected to complete independently at the current stage) whilst experiencing more advanced skills (that they can complete through the assistance/scaffolding/modelling of an experienced adult).