Fluency/repeated Reading Intervention - Integrity Check & Chart printable pdf download

Fluency Intervention Strategy – Repeated Reading

For: Any student in Grades 1 and up who is below benchmark/target on the AIMSweb Oral

Reading Fluency CBM and/or who exhibits fluency issues as determined by running records or

another fluency measure.

Materials: a selection of reading passages at the student’s independent reading level

(Passages

may be obtained from the school’s Title I or AOM

program.), teacher copies of the same

reading passages, timer, graph (attached), colored pencils

Recommended Duration and Frequency: This intervention should be conducted at least 3-5

times per week for at least 10 -15 minutes. Monitor the student’s progress once a week or twice

monthly using the AIMSweb ORF-CBM assessment. When the student’s score is at the

benchmark/target on grade level passages for 3 consecutive monitors and teacher observation

confirms that the skill has been transferred to classroom work, the intervention may be

discontinued.

Steps for Intervention:

1. Before beginning the intervention, set a “words correct per minute” reading goal for the

student. Most often, the goal will be the grade level target as indicated by AIMSweb norms

(found on the AIMSweb website), but in the case of very dysfluent readers, the goal may be

somewhat lower.

2. Determine a student’s independent reading level. You can do this by having the student read

sample passages at a variety of increasingly difficult levels until you find the highest-level

passage where the student still achieves at least 96%+ word accuracy in Levels A – K or

98%+ word accuracy in Levels L – Z with acceptable comprehension. If comprehension is

difficult for the child even when word accuracy is at an independent level, especially if the

passage is at or near grade level, a comprehension intervention may also be indicated.

Building Title I programs each also have a leveling assessment system. Contact them

to see if this assessment has already been completed for the student.

3. Give the student a passage at his/her independent level, sharing with the student any

background or introductory information s/he may need, if necessary. Have the student read

the passage orally for one minute. While the student reads, record substitutions, omissions,

or insertions on your copy. If the student makes an error and moves on, do not stop the

student to correct the mistake. If the student struggles with a word for 3 seconds and doesn’t

respond, tell the student the word and record it as an error. After one minute, mark the last

word the student read.

Note: The student should be getting at lea

(

st 96% word accuracy on the

timing in reading levels through K, and at least 98% word accuracy in reading levels L

first

and above. If accuracy is lower, or if the student isn’t comprehending, the passage is

probably too hard for a fluency intervention.)

4. Count up the words read correctly in one minute. Record on a bar graph in a color of your

choice. (You may also record the number of errors the student made.)

Fluency/repeated Reading Intervention - Integrity Check & Chart