Reading is a basic step to attain language literacy. But, it may prove to be an uphill task for starters with reading difficulties. With the introduction of the Rehabilitation Act of 1973, the parents and students suffering from learning disorders found solutions for meeting academic objectives. Schools started taking special education initiatives seriously and now run programs that can help slow learners of various kinds.
We have discussed in detail IEP goals in our previous posts. As explained in those posts, the IEP goal has to be simple, measurable, and time-bound. Moving forward from here, let’s take a look at IEP goals covering curriculum-based measurements (or CBMs) focused on imparting reading fluency in language learners.
Let’s discuss these IEP goals for reading fluency one by one in the following sections, but before that let’s understand the objectives of IEP goals.
Objectives of IEP goals for reading fluency
Fluency is sum total of correct word identification, correct pronunciation, taking correct pauses, and adding required prosody. Hence, it is very important to learn one by one, in correct sequence, and most importantly, quite perfectly, the crucial aspects of reading books or paragraphs of a story, to start with. All these learning requirements become easy to fulfill with the following objectives in mind:
- Learn basics of word formation and letter sounds
- Master spellings by recognizing sounds and arranging them in correct order
- Enrich vocabulary
- Employ words in a sentence in correct sequence
- Read sentences, and later, paragraphs with ease
- Recall what you read with correct gestures and expressions
Based on the objectives mentioned above, Redmond, Oregon schools offering special education support has outlined the following IEP goals. Let’s take a quick overview of these IEP goals (also hinted at ) in the next section.
IEP goals outlined to attain reading fluency
Usual format for writing an IEP goal to help learners gain reading fluency comprises this statement:
“X will achieve reading fluency of …….. proficiency level as measured against ………………………………….(reference).
References can be national student samples, anecdotal records, school records, or current records.
Extracted from govt. approved bank of IEP goals as approved under IDEA and recommended by Redmond, Oregon education experts, here is the list that may help impart reading fluency. Both homeschoolers and classroom-coached students can take help of these goals to help language beginners meet their following academic objectives.
- Learn starting and ending sound and vowel patterns and sound blending to achieve predictive making of words
- Select a pre-read text and track or locate the known words in it
- Locate words that sound or read similar in given, pre-read text
- Decode spelling into isolated letters and their respective sounds; learn to do reverse too
- Learn and apply punctuation rules correctly to read text and understand its context
- Learn to read aloud with up to 90% accuracy
- Familiarize with phonetics-based generalizations to derive meaning from printed reading material. Generalizations mostly include word families, sound-symbol relationships, affixes, sound blends and isolations, etc.
- Employ correct mix of cueing strategies like semantic clues, graphophonemic, syntax rules, decoding multisyllables and so on, to make meaningful words
- Pick cues from known words to recite or decode unknown words to build predictive reading ease
- Learn and master syllabication to predict and include correct words in text
- Build ability to correct the self while reading from printed text
Once all these objectives of word knowledge are met, students need to move to build reading fluency which is an outcome of these abilities, as listed below:
- Learn to read digraphs and diphthongs
- Learn to read words by recognizing their word families
- Derive meaning of word from its composition of letter sounds and combination of letter sequence
- Read predictable text at a chosen speed
- Learn to add rhythm, phrasing and suitable pacing in reading by setting time-limits
When we talk about reading fluency, the objective is to make readers comfortable with the idea of dissipating the meaning and context of the message through reading. IEP goals setting is designed to build reading ability in a progressive manner. Utmost care is to be taken not to burden children with unwanted pressure of reading correctly in a time limit deemed unrealistic. Hence, constant evaluation for assuring quality IEP goals setting for reading fluency is a must.
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