ED

328 FLUENCY REPORT

Student's Name:
Andrew
Test Date:
March 10th, 2014

Age:

Grade:
10 4th

Description of Testing Situation:

The testing was completed in the living room of the child who was going to complete
the Fluency Testing. There was no background noise, and it was simply a one-on-one
setting between the student and myself.
Performance Levels:
Passage Level (Frustration,
Instructional, Independent)
The specific passages that I had chosen for this student were all at different levels. The
first passage he read was an advanced passage for where he was at in school, and the
next was closer to his level in school, and the final passage was for his grade and
specific week in school. All of these passages seemed to fall between the Instructional
and Independent levels for this student.
NOTE: The WPM for the three passages were: 130/130 100%; 102/103 97%; 99/105

Reading Rate:
This student's reading rate falls in
between the 25th and 50th
percentile for fourth grade
students.

Prosody Skills
This student, according to
Rasinski's Multidemensional
Fluency Rubric, is making good
progress with his fluency by
scoring above a 10, with an 11
according to the rubric.

Comments:
The number of words read correctly
were 99, 102, and 130, and for the
winter, 87 is the 25th percentile, which
he cleared, 112 is the 50th percentile,
which he did clear, but not for all
aspects of this testing. He scored the
highest on the passage that was two
weeks ahead of where he was in
school, the other passages were
further along in the school year.

Comments::
Although the student is clearly a
fluent reader, he does not stop at any
grammatical markings. His prosody
skills seem to be minimal at this point
due to monotone reading, and there
not being accurate pauses in his

This student, according to

Rasinski's Multidemensional
Fluency Rubric, is making good
progress with his fluency by
scoring above a 10, with an 11
according to the rubric.

Although the student is clearly a

fluent reader, he does not stop at any
grammatical markings. His prosody
skills seem to be minimal at this point
due to monotone reading, and there
not being accurate pauses in his
reading. He combines sentences due
to not stopping for pauses at commas,
or other end punctuation markings.

Student's Strengths & Needs:

Andrew is a very eager reader, who sometimes becomes overzealous while reading,
and looks over words or misrecognizes words. I believe that this student needs to work
on pacing himself while he is reading, and to work on breathing at punctuation marks.

Recommended Goals:
As a goal, I recommend that Andrew sets a goal to reach for the upper 75th percentile
by the end of the year. I believe that this is a very attainable goal given his stuggles lie
within reading too quickly, or line jumping.

Suggested Activities to Promote Fluency Activities

It is a strong suggestion for Andrew to use a piece of paper to track the lines while he
is reading. When he comes to the end of a line, he loses his place in the passage.
Andrew is good at decoding new words; however, he needs to practice taking breaths
at the correct spot in a passage, and slowing down his reading pace.