This article is designed to be utilized with the utmost professional integrity and ethical consideration. It is imperative to acknowledge that directly copying and pasting example goals into student’s IEPs from any external source, including ours, undermines the individualized nature of IEP planning and does not serve the best interests of students.
This resource aims to inspire the development of IEP goals that address the needs of students, not a substitute for the detailed, student-centered IEP goal setting process. Educators and IEP teams are urged to use this as a tool for ideation, basing final goals on student assessments and collaborative IEP team insights.
If you had the opportunity to help your students develop essential skills to better manage everyday tasks, wouldn’t you take it? Writing clear and targeted functional reading IEP goals can support students in navigating practical daily challenges more independently.
By teaching your students functional reading, you’re helping them decipher the world around them. Reading a “Stop” sign, following directions on a recipe, or understanding the labels on a medication bottle. These might seem like simple tasks to most people, but for many of our students—especially those who process information differently or experience sensory sensitivities—they are important milestones toward independence.
Designing effective functional reading IEP goals transforms reading into a bridge that connects students to the daily tasks of life.
Functional reading is not about Shakespeare or Hemingway; it’s not about literary analysis or poetic symbolism. Both types of reading have value, but functional reading directly supports practical daily living, focusing on the real-world reading skills students need to thrive as active members of their communities.
When you craft clear and targeted IEP goals around functional literacy, you’ll be tailoring your teaching to make sure that your students gain life-changing essential skills.
The real question is, how do you do that? How do you write functional reading goals for an IEP that not only address your students’ strengths and weaknesses, but give them the skills they need to make it on their own? How do you write functional reading IEP goals for non-verbal students, those with autism or ADHD, or other learning needs that make this area a bit more challenging.
In this post, we’ll not only give you advice on how to write the most impactful functional reading goals, but also some examples to get your own creative juices flowing. Let’s get started!
Click here to jump down to the IEP goals.
What is Functional Reading?
Functional reading makes the abstract act of reading tangible. Rather than a focus that’s solely on decoding words for their inherent beauty, it’s about connecting text with actions that matter in everyday life.
According to an overview on ScienceDirect, “functional literacy encompasses skills like spotting key details, making inferences, and drawing connections—all tied to achieving practical tasks in various real-world contexts.” For your students, this is what reading truly looks like—it’s about navigating menus, scanning maps or receipts, and understanding the world through the lens of written cues that instruct and empower.
While there’s nothing wrong with teaching your students a love for literature and more abstract reading skills, functional reading grounds itself in relevancy. It’s tailored to fit the immediate needs of students by training them to identify and interpret important symbols, signs, instructions, and labels. It helps bolster their autonomy—helping them read and apply written information in settings like the grocery store, school hallways, public transit, or a workplace.
Functional reading replaces unfamiliar, decontextualized assignments—such as abstract worksheets unrelated to everyday experiences—with practical content your students regularly encounter. It helps them practice real-world scenarios like following step-by-step instructions to operate a microwave or recognizing ‘Men’/’Women’ restroom signs.
By integrating these reading skills into IEP goals, you create meaningful opportunities to build confidence and promote independence. It’s functional. It’s meaningful. And for your students, particularly those who might be neurodivergent and often experience challenges such as sensory sensitivities, executive functioning difficulties, or processing differences, it’s incredibly beneficial.
What Are Examples of Functional Reading?
When we say “functional reading” transforms lives, we mean it. These real-world applications of reading skills form the backbone of why functional reading IEP goals matter so much.
While functional reading is a skill that can admittedly be broken down into countless subcategories, there are a few elements that are important to note when you’re trying to figure out which components to focus on for a student’s IEP:
Reading and Recognizing Basic Signs and Symbols
Just picture a student confidently understanding a green “Go” light or a red “Exit” sign. Learning to read road, traffic, and directional signs teaches safety and navigational awareness.
This is just one example of the importance of reading and recognizing basic signs and symbols. Even when parts of a text might be challenging, by knowing how to recognize basic letters, words, signs, and symbols, your students can independently identify pathways that keep them out of danger—or guide them where they need to go.
Understanding and Following Directions from Written Text
Whether it’s “Preheat oven to 350°F” on a brownie mix box or a note instructing “Turn left at the office and proceed to Room 101,” functional reading thrives in step-by-step processes. Working with your students to understand instructions and execute sequential steps to complete real-world tasks successfully is a major element of functional reading.
Reading Functional Social Words
Knowing how to recognize words like “Open,” “Enter,” “Employees Only,” or “Push/Pull” allows students to engage effectively in public places. These simple social words empower your students to interact without needing verbal cues from others.
Reading/Matching Functional Words to Context
Maybe it’s matching the word “Stop” to an actual stop sign or pairing the words “Fire Exit” with the real location of the fire exit itself. This skill takes reading off the page and connects it with objects or spaces in the environment. It’s a functional reading’s way of saying, “See this word? Here is what it means in context.”
Health and Safety-Related Functional Reading
One of the most life-changing applications of functional reading hones in on health and safety.
An example would be a student successfully filling a personal prescription because they know how to read the label for “Take one pill every night before bed.” Or perhaps they understand an emergency’s context because they’ve read and interpreted signs like “Emergency Exit” or “Tornado Shelter.”
Why is Functional Reading Important?
UNESCO defines functional literacy as the ability to engage in activities where reading, writing, and calculation are essential for effective integration into one’s community—and this plays a key role in a student’s overall development.
For students, functional reading provides and fulfills countless opportunities. Whether it’s understanding public signage, filling out forms, or even texting a friend, these skills are pivotal as they transition into adulthood.
Independence Starts with Functional Reading
Imagine this—your student reading a bus schedule on their own, paying the correct amount at the store, or confidently completing forms at a doctor’s office. Functional reading lays the groundwork for your students to carry out these tasks without depending on someone else. It’s not just about learning—it’s about living.
Teaching something as simple as recognizing words like “open” and “closed” on a sign or “caution” on a road can have real results. These small victories build up to create a sense of self-reliance that impacts your student’s daily life in meaningful ways.
Ultimately, your job as a special education teacher is to provide them with the tools to take small steps toward autonomy, and functional reading goals offer a concrete way to do that.
Better Communication Fuels Connection
Functional reading goes hand-in-hand with meaningful communication, which neurodivergent students often find especially beneficial due to their preference for clear, straightforward language. It could mean responding to an email, understanding a text message, or jotting down a list for someone. Teaching students words and concepts that matter in their everyday interactions significantly improves their ability to connect with others.
Students who can read and understand everyday language are better equipped to express their feelings, ideas, and needs. For example, teaching a student to recognize words like “happy,” “help,” or “hungry” empowers them to tell others exactly what they need or want. Functional reading bridges gaps by giving students a voice.
Better yet, those reading skills often create opportunities to strengthen relationships. Suddenly, your student understands the rules of a board game with friends or reads birthday invitations with ease. Those small wins come together to paint a bigger picture of connection and belonging.
Setting the Stage for Problem Solving
Functional reading is about more than just reading words; it’s about knowing how to use them in everyday situations. For example, when a student sees the phrase “Exit Here,” they must understand how to find the correct exit independently. Or when encountering a “Wet Floor” sign, they need to quickly decide on a safe alternative path.
Teaching functional reading helps students make practical decisions like these. When students learn to read and understand everyday words and phrases, they become better at handling real-world situations, understanding the meaning and purpose behind the words.
Building A Foundation for Employment
For many students, one long-term goal is to prepare for the working world. Functional reading goals play a direct role in making that a reality. On the job, being able to read and respond to basic instructions, handle written communication, or comprehend simple text is non-negotiable.
Training your students to read phrases like “Employee Entrance,” or follow brief written directions, already puts them ahead. With these skills, they can take on roles like stocking shelves, sorting mail, or assisting customers with a smile.
50 Functional Reading IEP Goals
Reading and Recognizing Basic Signs and Symbols
- By the end of the IEP period, when given common safety signs, [Student Name] will identify each sign’s meaning with 90% accuracy in 4 out of 5 trials in school or community settings as measured by teacher data collection.
- By the end of the IEP period, when presented with a set of symbols, [Student Name] will match each symbol to its corresponding word or phrase with 85% accuracy in 3 out of 4 trials in classroom settings as measured by teacher data collection.
- By the end of the IEP period, when shown environmental print (e.g., “STOP,” “EXIT”), [Student Name] will state the meaning with 90% accuracy in 4 out of 5 trials in community settings as measured by teacher data collection.
- By the end of the IEP period, when entering a new location, [Student Name] will locate and identify at least five functional signs with 90% accuracy across three trials in community settings as measured by teacher data collection.
- By the end of the IEP period, when asked, [Student Name] will identify the meaning of color-coded symbols (red = stop, green = go) with 85% accuracy in 3 out of 4 trials in classroom settings as measured by teacher data collection.
- By the end of the IEP period, while navigating school or community settings, [Student Name] will identify directional signs with 90% accuracy in 3 out of 5 opportunities as measured by teacher data collection.
- By the end of the IEP period, when presented a graphic symbol, [Student Name] will state its purpose with 75% accuracy in 4 out of 5 opportunities in classroom settings as measured by teacher data collection.
- By the end of the IEP period, when shown hazard signs (e.g., “Slippery When Wet”), [Student Name] will interpret the meaning with 80% accuracy in 4 out of 5 chances in community settings as measured by teacher data collection.
- By the end of the IEP period, when given written health and safety instructions, [Student Name] will explain their meaning with 90% accuracy in 3 out of 5 trials in classroom settings as measured by teacher data collection.
- By the end of the IEP period, when shown common workplace signs (e.g., “Employees Only”), [Student Name] will identify their meaning with 90% accuracy in 4 out of 5 assessments in community-based instruction as measured by teacher data collection.
To take decoding further, check out these 42 decoding IEP goals.
Understanding and Following Directions from Written Text
- By the end of the IEP period, when presented simple written directions (e.g., “Turn off the lights”), [Student Name] will follow the directions with 85% accuracy in 3 out of 4 trials in classroom settings as measured by teacher data collection.
- By the end of the IEP period, when given step-by-step instructions, [Student Name] will execute the steps in order with 80% accuracy in 3 out of 4 opportunities in classroom settings as measured by teacher data collection.
- By the end of the IEP period, when reading functional instructions such as recipes, [Student Name] will complete the task with 90% accuracy in 4 out of 5 sessions in classroom settings as measured by teacher data collection.
- By the end of the IEP period, when given a worksheet with short tasks, [Student Name] will read and follow each direction with 80% accuracy in 3 out of 4 sessions in classroom settings as measured by teacher data collection.
- By the end of the IEP period, when provided one-step written requests, [Student Name] will respond accurately with 85% accuracy in 3 out of 5 trials in classroom settings as measured by teacher data collection.
- By the end of the IEP period, [Student Name] will read and follow job-related written prompts with 90% accuracy in 3 out of 4 attempts in vocational settings as measured by teacher data collection.
- By the end of the IEP period, when given chore instructions, [Student Name] will complete the task with 80% accuracy in 3 out of 5 practices in home-living simulations as measured by teacher data collection.
- By the end of the IEP period, when provided a sequence of three written instructions, [Student Name] will carry them out with 85% accuracy in 3 out of 5 sessions in classroom settings as measured by teacher data collection.
- By the end of the IEP period, when interpreting visual aids with written directions, [Student Name] will act accurately with 90% accuracy in 4 out of 6 activities in classroom settings as measured by teacher data collection.
- By the end of the IEP period, when reading written rules for a game or activity, [Student Name] will apply the rules with 85% accuracy in 3 out of 4 trials in classroom settings as measured by teacher data collection.
Reading comprehension a challenge? These comprehension goals can help.
Reading Functional Social Words
- By the end of the IEP period, when given a list of common social words (e.g., “hello”), [Student Name] will read aloud and state each meaning with 90% accuracy in 4 out of 5 observations in classroom settings as measured by teacher data collection.
- By the end of the IEP period, when provided a sentence containing a functional social word, [Student Name] will read and explain the context with 85% accuracy in 3 out of 5 trials in classroom settings as measured by teacher data collection.
- By the end of the IEP period, when presented everyday sight words (e.g., “menu”), [Student Name] will read and match them to pictures with 90% accuracy over a 4-week period in classroom settings as measured by teacher data collection.
- By the end of the IEP period, [Student Name] will identify and read at least ten social interaction words with 85% accuracy across four trials in classroom settings as measured by teacher data collection.
- By the end of the IEP period, when provided a written greeting such as “How are you?”, [Student Name] will read and respond appropriately with 85% accuracy in 3 out of 4 trials in classroom settings as measured by teacher data collection.
- By the end of the IEP period, [Student Name] will identify phrases like “No Smoking” and explain their purpose with 90% accuracy in 4 out of 6 tasks in community settings as measured by teacher data collection.
- By the end of the IEP period, when given flashcards of daily-use words, [Student Name] will recognize and read each word with 90% accuracy in 3 out of 4 activities in classroom settings as measured by teacher data collection.
- By the end of the IEP period, [Student Name] will match social vocabulary to contexts with 85% accuracy in 4 out of 5 evaluations in classroom settings as measured by teacher data collection.
- By the end of the IEP period, when deciphering simple text messages with familiar social words, [Student Name] will show understanding with 80% accuracy in 3 out of 5 assessments in classroom settings as measured by teacher data collection.
- By the end of the IEP period, [Student Name] will read a paragraph and explain social words or phrases with 90% accuracy in 4 out of 5 quizzes in classroom settings as measured by teacher data collection.
Need fluency help? See these fluency goals.
Reading/Matching Functional Words to Context
- By the end of the IEP period, when presented with labels (e.g., “kitchen”), [Student Name] will match each word to the correct location with 85% accuracy in 4 out of 5 trials in school settings as measured by teacher data collection.
- By the end of the IEP period, when shown job-related tools, [Student Name] will read and name them with 90% accuracy in 4 out of 5 reviews in vocational settings as measured by teacher data collection.
- By the end of the IEP period, when exploring foods on a package or menu, [Student Name] will match items to names with 80% accuracy in 3 out of 5 reviews in classroom settings as measured by teacher data collection.
- By the end of the IEP period, when provided clothing labels, [Student Name] will match each word to the item with 85% accuracy in 4 out of 5 trials in classroom settings as measured by teacher data collection.
- By the end of the IEP period, when shown basic safety signs, [Student Name] will identify the meaning with 90% accuracy in 4 out of 5 assessments in community settings as measured by teacher data collection.
- By the end of the IEP period, when shown hygiene product words, [Student Name] will match each item to its use with 85% accuracy in 3 out of 5 evaluations in classroom settings as measured by teacher data collection.
- By the end of the IEP period, when presented community location words, [Student Name] will match each to its description with 80% accuracy in 4 out of 5 attempts in community settings as measured by teacher data collection.
- By the end of the IEP period, when given a grocery receipt, [Student Name] will read and identify at least three items with 90% accuracy in 4 out of 5 reviews in classroom settings as measured by teacher data collection.
- By the end of the IEP period, when provided emergency words (e.g., “fire”), [Student Name] will explain each word’s meaning with 85% accuracy in 3 out of 5 sessions in classroom settings as measured by teacher data collection.
- By the end of the IEP period, when reading a basic transportation schedule, [Student Name] will identify times and stops with 80% accuracy in 4 out of 5 comprehension attempts in community settings as measured by teacher data collection.
Boost basic skills with these spelling and vocabulary goals.
Health and Safety-Related Functional Reading IEP Goals
- By the end of the IEP period, when shown safety signs (e.g., “Stop”), [Student Name] will explain each sign’s purpose with 85% accuracy in 3 out of 5 trials in community settings as measured by teacher data collection.
- By the end of the IEP period, when given basic first-aid instruction labels, [Student Name] will read and follow the steps with 80% accuracy in 4 out of 5 attempts in classroom settings as measured by teacher data collection.
- By the end of the IEP period, when presented prescription labels, [Student Name] will identify medication name and dosage with 90% accuracy in 3 out of 5 situations in classroom settings as measured by teacher data collection.
- By the end of the IEP period, when reading a fire evacuation map, [Student Name] will locate at least two exits with 85% accuracy in 4 out of 5 trials in school settings as measured by teacher data collection.
- By the end of the IEP period, when provided emergency contact numbers, [Student Name] will identify who to call in specific situations with 80% accuracy in 3 out of 5 scenarios in classroom settings as measured by teacher data collection.
- By the end of the IEP period, when shown hygiene instruction charts, [Student Name] will read and demonstrate procedures with 90% accuracy in 4 out of 5 evaluations in classroom settings as measured by teacher data collection.
- By the end of the IEP period, when reading safety-drill notices, [Student Name] will identify required procedures with 85% accuracy in 3 out of 5 reviews in school settings as measured by teacher data collection.
- By the end of the IEP period, when presented nutritional labels, [Student Name] will identify three details (e.g., calories) with 80% accuracy in 4 out of 5 trials in classroom settings as measured by teacher data collection.
- By the end of the IEP period, when reading weather alerts (e.g., “Tornado Warning”), [Student Name] will identify the hazard and action steps with 85% accuracy in 3 out of 5 practice sessions in classroom settings as measured by teacher data collection.
- By the end of the IEP period, when given pedestrian crossing signals, [Student Name] will interpret and respond correctly with 90% accuracy in 4 out of 5 attempts in community settings as measured by teacher data collection.
Does your student struggle with listening? If so, check out these listening comprehension IEP goals.
How Do You Write an IEP Goal for Functional Reading?
When it comes to writing functional reading goals for IEPs, structure is key. Using a clear and consistent formula not only makes the goals actionable but also makes it easier for you to measure your progress.
Here’s an easy formula to work with:
“When given [instruction or task], the student will [demonstrate skill or behavior] with __% accuracy in __ out of __ trials [within a given time period].”
Why this formula works is simple—it’s both specific and measurable. It outlines what the student will do, under what conditions, and how success will be defined. It offers clarity while setting the student up for success.
For example, instead of saying, “The student will improve reading comprehension,” you can be specific:
This goal is actionable, measurable, and provides clear benchmarks for evaluating progress.
7 Evidence-Based Tips for Teaching Functional Reading
Teaching functional reading to students with diverse learning needs presents unique challenges, but the right strategies can make all the difference. Below are seven proven methods you can incorporate into your classroom to help your students thrive.
1. Provide Explicit Instruction in Reading Comprehension and Fluency
Explicit instruction involves breaking reading tasks into smaller, manageable steps. According to research, this method enhances students’ ability to process and generalize skills across different situations.
For instance, you might model how to extract the main idea from a paragraph, followed by guided practice and independent tasks. This approach gives your students a more structured roadmap for decoding and understanding text.
2. Teach Students How to Generalize Their Reading Skills
At the core of teaching functional reading is the final goal of helping students apply those skills in real-life situations. To accomplish this, you should focus on embedding reading tasks into practical scenarios, such as interpreting signs, reading a menu, or understanding a recipe.
When you link learning to everyday contexts, your students will be better equipped to transfer their reading abilities to the real-world environments where they matter most.
3. Play Games
Games make learning interactive and fun, which can be a powerful motivator. Simple activities like word-matching, sentence-building challenges, or even literacy-focused board games can help reinforce reading and comprehension skills.
4. Build Reading and Spelling Skills Through Daily Practice
Consistency is critical when teaching functional reading. Incorporating short, focused practice sessions into daily routines helps students reinforce skills over time.
Dedicate five to ten minutes each day to word recognition drills, spelling practice, or reading aloud. It may not seem like much, but a few small moments here and there, every single day, will add up to big results.
5. Use Visual Aids
Visual aids—like flashcards, charts, or color-coded text—can significantly support students with learning challenges. They break down abstract language concepts into more digestible visuals.
For instance, you can use pictures to accompany written vocabulary words or highlight key points in a passage to direct focus. These tools act as cognitive scaffolds, helping students understand and retain information more easily.
6. Have Students Read the Same Content Multiple Times
Repetition fosters familiarity and fluency, and this isn’t something applied only to longer texts like textbook passages. Assigned repeated reading sessions, even of brief passages, allow students to build confidence with the material while improving accuracy and speed.
After the first read-through, focus on unpacking the meaning of the text. On subsequent readings, shift the focus to refining fluency and pronunciation.
7. Support Independent Practice
While guided reading sessions are valuable, fostering independence is crucial. Give students opportunities to explore reading materials that suit their abilities and interests.
Whether it’s a short story, a magazine article, or a recipe card, encourage them to read independently and reflect on what they’ve learned. Gradually reducing teacher support helps students develop self-sufficiency in reading.
Data Tracking Methods for Functional Reading
Data tracking can sometimes feel overwhelming, but it doesn’t have to be. The best way to measure progress is to focus on consistency and simplicity.
For functional reading, this might mean using tools like checklists, observation logs, and progress-monitoring sheets. For example, if one of your students is working on recognizing high-frequency words, you could track the percentage of correct identifications during guided reading activities each week.
Another great option? Incorporate authentic environments into your data collection. Observe students in real-life scenarios, like reading a lunch menu or interpreting signs in a community outing, and note how many prompts were required for success.
Technology can also lend a helping hand—digital tracking tools, like Scantron or educational apps (even simple, free ones like Google Classroom), save time and make it easier to analyze trends over the school year.
Measuring Progress for Functional Reading
Progress doesn’t always come in leaps—it might show itself in small, steady strides. This is why it’s so important for you to collect and track data consistently. You may not notice the small progress if you aren’t taking regular measurements often!
For functional reading goals, this could mean moving from relying on visual cues (like pictures) to recognizing text without assistance. For instance, if a student is working on reading job application forms independently, small wins—like identifying key headings or filling in personal details—deserve to be celebrated.
Keep in mind that progress isn’t always linear. Some students might hit plateaus or take longer to master specific skills, and that’s okay. Use these moments as opportunities to adjust your teaching strategies. Add more support, find different materials, or switch up your approach to keep their momentum going.
The goal isn’t perfection, but instead, it’s growth in a way that’s most meaningful for your students.
Final Thoughts
Functional reading skills aren’t just academic skills—they’re life skills. By focusing on goals like reading safety instructions, identifying common words, or comprehending short passages with meaning, you’re helping students build confidence in the real world.
And remember, this is a collaboration between you, the student, and their family. Stay flexible, listen to their needs, and celebrate every milestone, no matter how small.
Ultimately, functional reading goes beyond teaching students how to read the words printed on a page, or the messages splashed across a billboard. When you write strong functional reading IEP goals, you’re setting your students up for lifelong success, no matter what challenges come their way.
FAQ
What is the primary goal for functional reading?
The point of functional reading is to equip students with practical literacy skills they’ll use in everyday life. This includes recognizing signs, reading simple directions, understanding labels, and filling out basic forms.
What are functional reading examples?
Functional reading examples include things like identifying stop signs, reading a recipe card, following written instructions like “push” or “pull” on doors, and using labels to sort objects.
What are examples of functional needs in an IEP?
Beyond just reading, functional needs in an IEP can include a wide range of goals tied to daily living, such as reading grocery lists, navigating public transportation, identifying personal information like addresses and phone numbers, or following safety signs.
What is considered a functional reading level?
A functional reading level is achieved when a student can independently read and comprehend text that applies to everyday living, such as street names, basic instructions, and work schedules. The level itself varies based on the individual needs of the student, their age, and their environment.
Further Reading
- Jacobson, Erik: Functional Literacy – an overview
- UNESCO: Functional literacy
- Nance, Adam: How to Teach Reading in the Classroom [10 Strategies]
- Surwanti, D. and Hikmah, I: Improving Students’ Awareness of Functional Literacy
- Sippl, Amy: Working Memory: Long-Term Strategies & Supports For Diverse Learners
- IRIS Center: Page 7: Use Evidence-Based Practices
- Schmidt, Jennifer: How to Use Data to Inform Instruction for Executive Function Skills