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The Process
1. Preparing a Text for the Screening Test
A screening test text contains a suitable amount of text from the readers target
level for the student to read aloud in one minute. Screening test texts are selected
from material students have not read before.
A screening test text contains a student and teacher version on separate pages.
The student version contains only the text itself. The teacher version contains the
word count up to the end of each line in a column on the right-hand side.
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Screening tests can be especially prepared for your group, or sourced from preprepared screening test banks. In this course you can make use of the texts
available on the course website1.
2. Preparing to Mark Errors
Reading fluency addresses not only the speed, but also the accuracy and
expression of reading. In the screening test, errors are deducted from the total
amount of words a student has read.
Typical errors, and the code for marking them, are listed below. Each error type is
followed by an example using the sentence: The children are happily playing
outside in the garden.
Mispronunciation (M):
The Reading Fluency Screening Test Text is also included in the full Teacher Module for this course.
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*IMPORTANT NOTE: Both repetition (R#) and self-correction S#) show that
a reader has identified an error and is dealing with it independently. These
will slow fluency down, but are NOT considered as errors. When marking
errors, do mark them on the teacher version, but do NOT count them as
errors.
Video and audio practice activities for error marking are available on the course
website for more insight.
Students can also be shown how to record and time their own reading to track fluency, although
they may need help from a stronger reader to identify errors.
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After one minute, place a bracket (]) after the last word.
You may allow the student to read to the end of the paragraph.
Stop and thank the student.
Check that the audio recorded successfully.
Call in the next student until all students readings have been recorded.
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5. Marking Errors
1. For each student, listen to the audio recording once, following on the teacher
version, for an overall impression.
2. Listen again, this time marking errors using the error marking codes (see section
2, p. 2).
3. Pause or repeat listening as needed
4. Add up the errors
5. Remember NOT to count repetitions or self-corrections
Remember: Repetition (R#) and Self-correction (SC#) are NOT counted as errors,
although they are marked on the teacher version for your records.
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By comparing the young readers WCPM to the expected score, it is possible to see
whether reading fluency help is needed. The formula also allows for readers
improvement over time.
Example:
It is important to keep in mind that reading fluency does change under different
conditions. A readers fluency can be influenced by many factors at a particular
sitting: the text, the situation, the readers physical and mental wellbeing and
many other factors. As a teacher, it is wise to consider the screening test results in
the light of a students overall situation, both academic and personal.
The good news is that there is hope for readers who receive reading fluency
building help. Next, we look at several powerful techniques to support reading
fluency building for young readers at all levels.
This reading age formula applies to reading aloud for young learners: there are, of course, limits to the speed
of reading aloud: a 30 year old is not expected to have a WCPM of 295 to 305.
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