Fluency

Fluency benchmarks increase throughout the school year as students are expected to progress. When reassessed later in the year, a student whose score stays the same will see their fluency ranking drop, as we expect reading speed to improve with time. For example, a sample student retested on the same material scored identically, but their fluency score fell significantly, as improvement is anticipated—stagnation leads to a lower rating.

Q & A

Question: I work with Kindergarten-aged children, specifically 5-6 years old. One of them exhibits very slow reading, though generally accurate. It took him 2 minutes and 25 seconds to read 30 flashcards, making one mistake from the letters Alef through Tes. Any suggestions for a schedule I can follow with him?

Answer: For this child, I recommend using the purple sefer. Start from the first page and ensure the child points on his own while reading aloud just the letter names. Progress to the next page only when the child can read the current page with zero errors or self-corrections in 40 seconds or less.

Question: How many times should I have the child do the same page before moving on even if it’s not fast enough? One of them is very slow and will get frustrated if he has to keep repeating the same page…

Answer: Take the time you need! Don’t move on until your student can read the page accurately, confidently, and fluently. It’s crucial not to rush the child’s fluency. Introducing more letters before they become fluent in the ones they know can turn them into a non-functional reader, leading to frustration. Remember, frustration often stems from pressure and feeling inadequate.

When working with dyslexic students or students with academic challenges, it’s essential to be patient and build a child’s self-confidence. Spending a week on a single page can be both productive and enjoyable. The one-on-one attention is valued by the kids, and it’s important to occasionally reiterate that there’s no rush in learning to read.