Back to: Module: Helping Students Read
| Excellent | Good | Fair | Needs Improvement | ||
| Accuracy (word recognition and pronunciation) |
Has no problem saying almost all the words in the passage correctly. | Says most words correctly but stops to decode, think about, or ask for help with about 1 out of every 10 words. | Stops to sound out, think about, or ask for help with about 1/4 of the words. | Stops to sound out, think about, or ask for help with half or more than half of the words. | |
| Notes on Student’s Accuracy | |||||
| Excellent | Good | Fair | Needs Improvement | ||
| Pace (speed with which student reads words, phrases, and sentences) |
Pace changes because of the punctuation and to show the meaning. | Pace changes, but is too fast or too slow in a few places. | Pace is often too slow or too fast, but shows some changes related to meaning. | Few or no changes based on meaning. | |
| Notes on Student’s Pace | |||||
| Excellent | Good | Fair | Needs Improvement | ||
| Voicing (adjusts volume and pitch of voice according to punctuation and meaning) |
Changes voice to express meaning of words, phrases, and sentences, and to indicate question marks, exclamation marks, and periods. | Changes voice to express meaning of sentences and punctuation throughout most of the passage. | Changes volume and pitch to reflect meaning occasionally. | Reads at the same volume or pitch throughout almost the entire passage. | |
| Notes on Student’s Use of Voicing (Volume and Pitch) | |||||
| Excellent | Good | Fair | Needs Improvement | ||
| Naturalness (sounds natural, more like speaking than reading) |
Sounds natural in reflecting the ideas and feelings in the passage. | Mostly natural sounding, with a few exceptions, such as too little or too much drama. | Sounds natural during some of the passage. | Hardly any phrases or sentences sound natural. | |
| Notes on Student’s Naturalness | |||||
| Where to Find More Information
To find more information, search on the Internet for the following organizations and sites: |
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| Improving Fluency and Expressiveness: International Literacy Association Intervention Central Reading Rockets |
Evaluating Oral Reading: Council for Learning Disabilities Reading Rockets |
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| Types of Oral Reading Instruction: American Library Association Educational Research Newsletter Edutopia |
English Learners and Fluency: Colorín Colorado |
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