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Reading fluency has two components. The first component
is the accuracy and the second is speed.
Accuracy is the percentage of words that are correctly
read. For instructional purposes, accuracy is often divided
into three levels: independent, instructional, and frustration.
Independent level - 98% or greater words correctly identified
Instructional level - 90% - 97% words correctly identified
Frustration level - below 90% words correctly identified
For example, if a student reads a 100 word passage and
correctly identifies 93 of the words, the student read 93% of the words
correctly and is at the instructional level. Instructional level
material is reading material that requires some support, instruction,
or additional practice. Instruction might include vocabulary or
phonics work.
If a student is reading 98% or more of the words correctly
the material is at the student's independent level. Independent
level material requires NO support or instruction. At this level,
students read for enjoyment.
If a student correctly identifies less than 90% of the
words correctly the reading material is TOO DIFFICULT for the student.
At this error rate, comprehension of the material reading speed is often
affected.
Rate of reading or speed is the second fluency factor.
Beginning readers read slowly with great deliberation and skilled readers
read quickly with ease. Oral and silent reading speeds differ. Beginning
readers read more quickly orally, but by 4th grade the average student
begins to read more quickly silently. For the purpose of our project,
we will, for the most part, address oral reading rates because our assessments
involve oral reading. The following table states the MINIMUM reading
rate per grade level. Before a student is moved to a HIGHER
reading level, he or she should be reading 98% or greater of the words
correctly AND have a reading speed that is equal or greater to the next
grade level's rate.
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