Fluency
Notes on fluency
Prescott-Griffin, Mary Lee and Nancy L. Witherell. Fluency in Focus: Comprehension Strategies for All Young Readers. Portsmouth: Heinemann. 2004
In reading this work, I recognize that I have resources that need sharing. I will post notes as I find value and importance to them.
Oral Reading: Expected Rates (WPM) page 16
| grade | Powell | Hansbrouck & tindal | Leslie & Caldwell | Richek, List & Learner | average | target |
| 1 |
|
- |
31-87 |
- |
57 |
71 |
| 2 |
70-100 |
82-104 |
52-102 |
70-100 |
85 |
100 |
| 3 |
105-125 |
107-142 |
85-139 |
95-130 |
116 |
121 |
| 4 |
125-145 |
125-143 |
78-124 |
120-170 |
126 |
141 |
| 5 |
135-155 |
126-151 |
- |
160-210 |
156 |
163 |
| 6 |
140-160 |
171-200 |
113-165 |
180-230 |
170 |
- |
I like this chart as it is not one perspective or authority buy several. One can quickly see there are ranges and you can evaluate which one is workable for you and your students.
Silent Reading: Expected Rates (WCPM)
| Grade | Allington | Powell | Leslie & Caldwell | Carver | Average | Target |
| 1 |
60-90 |
45-65 |
- |
81 |
57 |
76 |
| 2 |
85-120 |
70-100 |
58-122 |
82-108 |
95 |
111 |
| 3 |
115-140 |
120-140 |
96-168 |
109-130 |
128 |
138 |
| 4 |
140-170 |
130-180 |
107-175 |
131-147 |
148 |
161 |
| 5 |
170-195 |
165-205 |
- |
148-161 |
174 |
174 |
| 6 |
195-220 |
190-220 |
135-241 |
162-174 |
192 |
- |
The crux of this chart is what the student comprehends as he/she is reading silently and how one assesses this component.
I also wonder whether some differentiation needs to be made for fiction and non-fiction reading in both of these areas. One certainly reads faster with less attention to minute details in fiction than if you are reading content area material for a science experiment. The results of reading fast without comprehension and understanding of purpose could result in dire results.
More tomorrow….
