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
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 firstname.lastname@example.org or visit the PRIDE Learning Center website at: www.pridelearningcenter.com