Is your child making actual progress in reading? Does your child’s IEP include reading goals YOU can measure?
It’s ESSENTIAL for you to KNOW whether your child is making good progress in reading, or your child may drift further behind classmates year-after-year until it’s virtually impossible to catch up. You absolutely MUST have a proven reading program and specific, measurable IEP goals, as described below.
You can become an expert in writing great, measurable IEP goals
How do you write good goals for reading?.. Keep reading!
If you have a child with reading difficulties, specifically dyslexia, you may need to set specific, measurable goals for your child to learn how to read. Learning to read well requires several skills including phonemic awareness, decoding simple words, decoding multi-syllable words, learning sight words that don’t follow phonemic conventions, reading fluency, and reading comprehension. If your child has dyslexia, he requires a good Orton-Gillingham based reading program.
In trying to help you understand how to write good, measurable goals, I have included sample goals below for various aspects of reading. For your individual child, you would want to write goals that are similarly worded, but which are based upon your child’s current skill level. To make good goals for your child, you can use the goals below as templates, add new goals like them, or modify these goals directly in order to create great goals for your child’s IEP.
Example, MEASURABLE, ANNUAL IEP GOALS:
Given standard 5th grade curriculum for reading aloud, [Child's name] will increase his fluency rate to 120 words per minute while maintaining 97% accuracy (fewer than 3 errors per 100 words) in all settings, and will retain the ability to give comprehension details regarding main idea, conclusion, inferences, characters, plot, and passage details.
Given 5th grade words and phrases, [Child's name] will accurately read, and re-read, and will increase his fluency rate from 60 words per minute to 100 words per minute when reading in all settings.
Given multiple readings of continuous 5th grade text, [Child's name] will accurately read passages with expression in all settings increasing his fluency rate from:
· 60 words per minute to 80 words per minute by October
· 80 words per minute to 100 words per minute by February
· 100 words per minute to 120 words per minute in all settings
Given 20 unfamiliar words of 3 or more syllables, [Child's name] will correctly segment at least 19 of the 20 words into syllables by drawing slashes to divide the words and will demonstrate ability in all settings.
Given 20 unfamiliar words of 3 or more syllables, [Child's name] will correctly read 19 out of 20 words on the first attempt and will demonstrate this ability in all settings.
[Child's name] will fluently and accurately read the first 1200 Sitton (AKS) frequently used words with fewer than 3 errors per 100 words in all settings at a rate of:
· 70 words per minute by October
· 90 words per minute by February
· 110 words per minute by May
Given unfamiliar fifth grade reading material, [Child's name] will fluently and accurately read with fewer than 3 errors per 100 words at a rate of:
· 90 words per minute by November
· 100 words per minute by February
· 110 words per minute by March
Given unfamiliar fifth grade reading passages of 300 or more words, [Child's name] will fluently read 100 words per minute in all settings and will accurately state the passage’s:
· main idea
· 10 or more passage details in sequence