In the earliest, pre-reading stage, children mimic the reading process without actually reading. They begin to understand what reading is about and how it works. They learn that what can be spoken can be written down and read by someone else.
In the beginning reading stage, children learn to pay attention to the details of print and to the way that printed letters and words represent the sounds and words of oral language. They need to understand how the sounds of the language map onto the letters. To help children through this stage, teachers need to understand what is complex about the symbol system and present it in a way that is simple.
In the fluency stage, children are able to identify words with greater skill and ease, and read with better comprehension. They need many opportunities to read texts that are predictable, patterned, and interesting in order to read words quickly and without effort. With extensive reading practice, they develop a level of fluency that enables them to read with increasing enjoyment and understanding.

Becoming a reader is a continuous process. Children should lay a strong foundation throughout their school years and as early as reception.