The teacher or parent can use the graph for measuring reading fluency progress.The student can graph their progress for motivation.If the student does not meet the goal, have the student continue with the Repeated Reading.If the student meets the goal, move on to another passage, story, or text.Time the student reading for one minute.Set a goal for the student that is 40% above the student’s most recent fluency score.Select a passage, story, or text that is at the student’s reading level.The steps for Repeated Reading are as follows: This strategy is very simple to use and can be done with any story, book or text that is at the student’s reading level. Repeated Reading is a practice that involves having the student read the same text over and over again until the reading is fluent and error free. Use the chart below to determine if your student’s reading rate is on target.For example: if they read 120 words in a minute and made five errors then your student’s reading fluency rate is 115. Count the number of words read in the minute and subtract any errors made by your student. While reading the passage, tally the errors your student makes while reading.Using a timer have your student read this text for one minute.( DIBELS has excellent grade level reading passage assessment you can use.) Ask your student to read a grade level passage that they have never seen or read before.There is a really easy way to test this, and here is how it goes: Once you determine your student’s reading level you will want to test your student’s reading fluency. How Do I Assess My Student’s Reading Fluency? Here is a short video I made for you on how to find your student’s reading level. If your student reaches the end of the page before you get to five fingers, the text is written at the perfect level for independent reading and also practicing reading fluency. You will start out by having your student read a page in a book, and you will put down one finger each time your student struggles with a word. One of the easiest ways to do this is the Five Finger Rule. You will first need to determine your student’s reading level. Reading fluency practice is best carried out with books or reading passages that are at the student’s reading level. New York, NY: Logman.How Do I Find My Student’s Reading Level? Content area reading: Literacy and learning across the curriculum, 6th edition. Remedial and Special Education, 25(4), 252–261. Fluency and Comprehension Gains as a Result of Repeated Reading: A Meta-Analysis. Newark, Delaware: International Reading Association. What research has to say about reading instruction (pp. Reading fluency: It’s development and assessment. New York, NY: Scholastic Professional Books. (2003) The fluent reader: Oral reading strategies for building word recognition, fluency, and comprehension. Journal of Learning Disabilities, 50(2), 213–224. The Effects of Repeated Reading on Reading Fluency for Students With Reading Disabilities: A Meta-Analysis. Helping students become accurate, expressive readers: Fluency instruction for small groups. Dubuque, IO: Kendall/Hunt Publishing Company. Fluency: Question, answers, evidence-based strategies. Reading Fluency Assessment and Instruction: What, Why, and How?. (1989) Repeated reading: Research into practice. Time the student when s/he reads the passage.Ĭouncil for Exceptional Children, the Division for Learning Disabilities (DLD) and the Division for Research (DR). The number of words read results can be graphed using a bar graph. The teacher or partner counts how words the student read in 1 minute. The student reads the same passage for 1 minute multiple times (3-5). Provide some practice time with non-assessment reading material before beginning the 1 minute timed reading. This score is as valid as calculating perfect correct or accuracy on longer readings. The teacher or partner counts the number of words read correctly in one minute (WCPM).
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