Reading Fluency norms charts



Reading Fluency norms chart



Reading fluency is correlated with reading comprehension levels, particularly in the younger grades. For this reason, many IEP reading goals and CBM probes, such as DIBELS or AIMSweb, focus on fluency. If you are interested in writing an IEP goal for reading fluency, the chart in the weblink above contains results of research on how much growth can be reasonably expected in this area over the course of a year.

Interpreting the chart

You interpret the table for any particular child by looking within a grade and across the "times of year" for average (50th percentile), low (10th percentile), or high (75th percentile) comparisons.

EXAMPLE:

Current reading fluency percentile: If a child in 5th grade reads 93 words correct per minute (WCPM) on September 15th (Fall), then he is in between the 25th (85 WCPM) and 50th percentile (110 WCPM).

Fall Winter Spring Avg. Weekly

Grade Percentile WCPM WCPM WCPM Improvement

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Average Weekly Improvement: The right hand column of the table shows the average weekly improvement for students. In the example above, if you draw a line from where the student is currently performing in WCPM to the right hand column for average weekly improvement, the student might be expected to naturally improve at a rate of 0.8 words per week. So, for 32 weeks, he'd be up about 25 words/minute (32 x 0.8 = 25.6). Adding this to the Fall WCPM would bring him to 118 WCPM (93 + 25). This is still below the 50th percentile marker if you look at the chart for the Spring, but does demonstrate growth.

Your goal would be based on:

Moderate growth: Take where the student is starting and the average rate of growth per week times the number of weeks in the school year (This would be 118 WCPM in the above example)

More ambitious growth: You can also look at the percentile markers and aim for a certain percentile’s WCPM in a year above that of the expected words per week growth rate. For the example above, you might make the annual goal of 139 WCPM for the above example, which would place the child in the 50th percentile by the Spring. This requires more weekly growth than research shows is “average” but is possible with specific, targeted instruction.

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