by PRIDE Reading Program Admin | Oct 23, 2016 | A PRIDE Post, Reading Fluency
Once a child is able to decode and recognize words in print, it is crucial that they also gain an ability to read smoothly and at an efficient pace. Stumbling and hesitating over words undermines reading comprehension given that by the time the child gets to the end of a sentence he or she will have completely forgotten what was at the beginning of the sentence!
How do you measure reading fluency in your child?
- Ask the child to read a grade level passage that they have never seen or read before.
- Using a timer have him or her read this text for one minute.
- While reading the passage, tally the errors the child makes while reading.
- Stop the child after one minute. Count the number of words read in the minute and subtract any errors made by the child. For example: if he or she read 120 words in a minute and made five errors then the child’s reading fluency rate is 115.
- Use the chart below to determine if your child’s reading rate is on target.
Mean Words Correct Per Minute “Targets” for Average Students in Grades One through Eight
| Grade | Fall Target | Winter Target | Spring Target |
| | | | |
| 1 | Not applicable | 20 | 50 |
| 2 | 50 | 70 | 90 |
| 3 | 70 | 90 | 110 |
| 4 | 95 | 110 | 125 |
| 5 | 110 | 125 | 140 |
| 6 | 125 | 140 | 150 |
| 7 | 125 | 140 | 150 |
| 8 | 130 | 140 | 150 |
Johns, J. and Berglund, R. (2006). Fluency strategies and assessments. Dubuque, IA: Kendall/Hunt Publishers.
How do you determine a child’s reading level to test for fluency?
Probably the easiest ways to determine if a book is at an appropriate reading level for your child is the Five Finger Rule. Have the child begin reading a chapter, and put down one finger each time he struggles with a word. If he reaches the end of the page before you get to five fingers, the book is written at a comfortable level for independent reading.
What can you do to increase and improve your child’s reading fluency?
The very best way is through practice, both through oral and silent reading.
One approach to practicing reading fluency is for the child to repeatedly read the same passage or text either with a parent or tutor three to four times. Rereading text gives the child multiple opportunities to read unfamiliar words. After repeated reading, those words become familiar. The child should practice rereading aloud texts that are reasonably easy for them and at their reading level and include words that the child already knows and can decode easily. A text is considered at reading level if the child can read it with 95% accuracy. This text should also be relatively short consisting of 50-200 words. First, the parent or teacher reads the text aloud to the student. Then the student reads the same passage to the adult or chorally with the adult. Finally, the student rereads the passage again independently.
Reading frequently will also improve reading fluency since reading is a skill that improves with practice. Children can improve their reading fluency by reading independently each day for at least 20 minutes. Again it is important that the child read a book or text that is at their grade level or slightly below their grade level. Children should be encouraged and allowed to read a book of their choice – even if this doesn’t involve classic novels for their independent reading. For gaining fluency, quantity is more important than quality. Whenever possible, use their interests to guide their reading choices and give them some power in making decisions about what to read.
Memorizing Dolch sight words is another method to improve reading fluency in children. By memorizing common words like “the”, “said”, “what”, “you”, the child will read texts and stories more fluently. Many of these words are in almost anything they read. Readers will have more experiences of success if they know these words. Dolch words are service words; they give meaning and direction, which are necessary for understanding sentences.
Model good reading for your children. Share what you read with them or read what they are reading. Have discussions and talk to them about the things you find important in what you read and why. Parents and teachers need to read themselves and read in front of their children and students. Children will imitate you and will be more likely to read and read well in a house and classroom filled with all kinds of interesting books, magazines and texts.
Karina Richland is the Founder and Director of PRIDE Learning Centers, located in Los Angeles and Orange County. Ms. Richland is a certified reading and learning disability specialist. Ms. Richland speaks frequently to parents, teachers, and professionals on learning differences, and writes for several journals and publications. You can reach her by email at karina@pridelearningcenter.com or visit the PRIDE Learning Center website at: www.pridelearningcenter.com
by PRIDE Reading Program Admin | Jun 5, 2016 | A PRIDE Post, Reading Fluency
Once a child is able to decode and recognize words in print, it is crucial that they also gain an ability to read smoothly and fluently. Stumbling and hesitating over words will undermine reading comprehension because by the time the child gets to the end of a sentence he or she will have completely forgotten what was at the beginning of the sentence!
How do you measure reading fluency in your child?
- Ask the child to read a grade level passage that they have never seen or read before.
- Using a timer have him or her read this text for one minute.
- While reading the passage, tally the errors the child makes while reading.
- Stop the child after one minute. Count the number of words read in the minute and subtract any errors made by the child. For example: if he or she read 120 words in a minute and made five errors then the child’s reading fluency rate is 115.
- Use the chart below to determine if your child’s reading rate is on target.
Mean Words Correct Per Minute “Targets” for Average Students in Grades One through Eight
| Grade | Fall Target | Winter Target | Spring Target |
| | | |
| 1 | Not applicable | 20 | 50 |
| 2 | 50 | 70 | 90 |
| 3 | 70 | 90 | 110 |
| 4 | 95 | 110 | 125 |
| 5 | 110 | 125 | 140 |
| 6 | 125 | 140 | 150 |
| 7 | 125 | 140 | 150 |
| 8 | 130 | 140 | 150 |
Johns, J. and Berglund, R. (2006). Fluency strategies and assessments. Dubuque, IA: Kendall/Hunt Publishers.
How do you determine a child’s reading level to test for fluency?
Probably the easiest ways to determine if a book is at an appropriate reading level for your child is the Five Finger Rule. Have the child begin reading a chapter, and put down one finger each time he struggles with a word. If he reaches the end of the page before you get to five fingers, the book is written at a comfortable level for independent reading.
What can you do to increase and improve your child’s reading fluency?
The very best way is through practice, both through oral and silent reading.
One approach to practicing reading fluency is for the child to repeatedly read the same passage or text either with a parent or teacher three to four times. Rereading text gives the child multiple opportunities to read unfamiliar words. After repeated reading, those words become familiar. The child should practice rereading aloud texts that are reasonably easy for them and at their reading level and include words that the child already knows and can decode easily. A text is considered at reading level if the child can read it with 95% accuracy. This text should also be relatively short consisting of 50-200 words. First, the parent or teacher reads the text aloud to the student. Then the student reads the same passage to the adult or chorally with the adult. Finally, the student rereads the passage again independently.
Reading frequently will also improve reading fluency since reading is a skill that improves with practice. Children can improve their reading fluency by reading independently each day for at least 20 minutes. Again it is important that the child read a book or text that is at their grade level or slightly below their grade level. Children should be encouraged and allowed to read a book of their choice – even if this doesn’t involve classic novels for their independent reading. For gaining fluency, quantity is more important than quality. Whenever possible, use their interests to guide their reading choices and give them some power in making decisions about what to read.
Memorizing Dolch sight words is another method to improve reading fluency in children. By memorizing common words like “the”, “said”, “what”, “you”, the child will read texts and stories more fluently. Many of these words are in almost anything they read. Readers will have more experiences of success if they know these words. Dolch words are service words; they give meaning and direction, which are necessary for understanding sentences.
Model good reading for your children. Share what you read with them or read what they are reading. Have discussions and talk to them about the things you find important in what you read and why. Parents and teachers need to read themselves and read in front of their children and students. Children will imitate you and will be more likely to read and read well in a house and classroom filled with all kinds of interesting books, magazines and texts.
Learn more about the New PRIDE Reading Program
___________________________________________________________________________________________
Karina Richland is the Founder of Pride Learning Centers, located in Los Angeles and Orange County. Ms. Richland is a certified reading and learning disability specialist. Ms. Richland speaks frequently to parents, teachers, and professionals on learning differences, and writes for several journals and publications. You can reach her by email at karina@pridelearningcenter.com or visit the Pride Learning Center website at: www.pridelearningcenter.com
by PRIDE Reading Program Admin | Feb 8, 2016 | A PRIDE Post, Reading Fluency, Reading Skills
Reading is a skill that needs to be practiced regularly. Without practice, young readers will not develop the vocabulary, the skills, and the fluency necessary to become strong readers. But many children, even those with strong reading skills, do not get enough practice and as a result become disinterested in reading, and can quickly become discouraged. Here are some practical tips for when your chid doesn’t want to read:
- Find books with cartoons or humor — which only a child would find amusing.
When your child doesn’t want to read… don’t make everything a learning lesson. Letting children read books such as Captain Underpants or Diary of a Wimpy Kid will keep them engaged and entertained. Although adults might find the language and humor distasteful, children find it very funny and are therefore more motivated to read.
- Zero in on your child’s passions and choose books and magazines focused on areas of interest.
If your child doesn’t want to read try finding books on specific topics to keep your child’s interest, such as science, baseball, American Girl dolls, etc. Children who already have the background knowledge, language and vocabulary before beginning a book will have an easier time getting through the reading. Order a magazine subscription to Sports Illustrated for Kids or Nickelodeon. Children love receiving mail and reading ‘their’ magazines.
- Get your child an email account and, together, check it regularly.
Using the computer to read and write is a huge advantage for most students. By letting young children write and send email, they practice reading, writing and spelling. Teach your child how to use spell check before sending off messages. Be sure to monitor your child’s ‘pen pals’ – who is your child writing to and receiving mail from? Let your child pick out a few family members, including grandparents and maybe two or three friends. You will find that by using email regularly, your child becomes very strong in typing (keyboarding) and using the computer.
- Find an author that your child likes and stick with it.
If your child loves reading Hank Zipzer by Henry Winkler or Tales of a Fourth Grade Nothing by Judy Blume, then you have found a writing style which stimulates your child’s interest. Go through the entire series. Don’t worry if the reading is below grade level: your child is reading for pleasure and for practice. Also remember, just because you loved a certain author or series when you were a kid, this doesn’t mean your child will love the same books you did. Browse the bookstore or library and find the newest, most modern series. Usually these books contain language and themes to motivate the most reluctant reader. Kids need to relate to what they are reading, and modern language usage helps.
- Let your child talk to you about the book they are reading.
When we adults read books we enjoy, we like to talk about them. After reading a book, we don’t necessarily want to write a summary, book report or make a project of it. We just want to discuss it with someone else. Look interested in what your child is reading (yes, even if it is Captain Underpants) and ask questions and have your child tell you about it. Laugh with your child about the funny parts (even at the bathroom jokes) and help your child feel good about reading.
Learn more about the New PRIDE Reading Program
__________________________________________________________________________________________________________
Karina Richland, M.A., E.T. is the Managing Director of Pride Learning Centers, located in Los Angeles and Orange County. Ms. Richland is a reading and learning disability specialist. Ms. Richland speaks frequently to parents, teachers, and professionals on learning differences, and writes for several journals and publications. You can visit the Pride Learning Center website at: www.pridelearningcenter.com
by PRIDE Reading Program Admin | Dec 6, 2015 | A PRIDE Post, Reading Fluency
Do you watch your child struggle to read a book that you feel is just perfect for their age and reading level? Is the reading choppy and slow?
Reading fluency is the process where a child reads aloud expressively and with understanding. When a child reads fluently, the words flow smoothly and at an efficient pace. Reading fluency is a critical component in the reading process. Stumbling and hesitating over words undermines reading comprehension given that by the time the child gets to the end of a sentence he or she will have completely forgotten what was at the beginning of the sentence!
How do you measure reading fluency in your child?
- Ask the child to read a grade level passage that they have never seen or read before.
- Using a timer have the child read this text for one minute.
- While reading the passage, tally the errors the child makes while reading.
- Stop the child after one minute. Count the number of words read in the minute and subtract any errors made by the child. For example: if he or she read 120 words in a minute and made five errors then the child’s reading fluency rate is 115.
- Use the chart below to determine if your child’s reading rate is on target.
Mean Words Correct Per Minute “Targets” for Average Students in Grades One through Eight
| Grade | Fall Target | Winter Target | Spring Target |
| | | | |
| 1 | Not applicable | 20 | 50 |
| 2 | 50 | 70 | 90 |
| 3 | 70 | 90 | 110 |
| 4 | 95 | 110 | 125 |
| 5 | 110 | 125 | 140 |
| 6 | 125 | 140 | 150 |
| 7 | 125 | 140 | 150 |
| 8 | 130 | 140 | 150 |
Johns, J. and Berglund, R. (2006). Fluency strategies and assessments. Dubuque, IA: Kendall/Hunt Publishers.
How do you determine a child’s reading level to test for fluency?
Probably the easiest ways to determine if a book is at an appropriate reading level for your child is the Five Finger Rule. Have the child begin reading a chapter, and put down one finger each time he struggles with a word. If they reach the end of the page before you get to five fingers, the book is written at a comfortable level for independent reading.
What can you do to increase and improve your child’s reading fluency?
The very best way is through practice, both through oral and silent reading.
One approach to practicing reading fluency is for the child to repeatedly read the same passage or text either with a parent or teacher three to four times. Rereading text gives the child multiple opportunities to read unfamiliar words. After repeated reading, those words become familiar. The child should practice rereading aloud texts that are reasonably easy for them and at their reading level and include words that the child already knows and can decode easily. A text is considered at reading level if the child can read it with 95% accuracy. This text should also be relatively short consisting of 50-200 words. First, the parent or teacher reads the text aloud to the child. Then the child reads the same passage to the adult or chorally with the adult. Finally, the child rereads the passage again independently.
Reading frequently will also improve reading fluency since reading is a skill that improves with practice. Children can improve their reading fluency by reading independently each day for at least 20 minutes. Again it is important that the child read a book or text that is at their grade level or slightly below their grade level. Children should be encouraged and allowed to read a book of their choice – even if this doesn’t involve classic novels for their independent reading. For gaining fluency, quantity is more important than quality. Whenever possible, use their interests to guide their reading choices and give them some power in making decisions about what to read.
Memorizing Dolch sight words is another method to improve reading fluency in children. By memorizing common words like “the”, “said”, “what”, “you”, the child will read texts and stories more fluently. Many of these words are in almost anything they read. Readers will have more experiences of success if they know these words. Dolch words are service words; they give meaning and direction, which are necessary for understanding sentences.
Model good reading for your children. Share what you read with them or read what they are reading. Have discussions and talk to them about the things you find important in what you read and why. Parents and teachers need to read themselves and read in front of their children and students. Children will imitate you and will be more likely to read and read well in a house and classroom filled with all kinds of interesting books, magazines and texts.
_______________________________________________________________________________________________________
Karina Richland, M.A. is the Founder of Pride Learning Centers, located in Los Angeles and Orange County. Ms. Richland is a certified reading and learning disability specialist. Ms. Richland speaks frequently to parents, teachers, and professionals on learning differences, and writes for several journals and publications. You can visit the PRIDE Learning Center website at: www.pridelearningcenter.com
