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.
As a special education teacher, you’re likely already familiar with the challenges associated with writing IEP goals for reading fluency. It can often feel like you’re trying to hit a moving target, but it doesn’t have to be that way anymore.
With the right IEP goals for reading fluency and comprehension, you can transform your struggling readers into confident ones, putting them on a path toward lifelong learning and success.
Click here to jump down to the IEP goals.
What is Reading Fluency?
Roughly two-thirds of American children are unable to read with proficiency, according to research published in Scientific American.
It sounds like a bleak statistic, but it highlights just how important reading fluency is for students of all ages – and it highlights the need for reading fluency IEP goals that meet students exactly where they’re at.
Reading fluency isn’t just about pronouncing words correctly – it’s about reading with accuracy, speed, and expression. It’s what allows a student to read “smoothly” without stumbling over every other word or pausing excessively between sentences.
Think of reading fluency as the bridge between decoding and comprehension. While decoding is the ability to recognize and sound out words, fluency gives students the rhythm and flow needed for their reading to “click.” Fluent reading makes it possible for kids to get the meaning of the text, and not just the mechanics of reading it aloud.
Without fluency, even a child who knows their phonics might struggle to understand the stories they read.
Imagine trying to enjoy a book if every single sentence were a stop-and-go process – it’s incredibly frustrating, right? For many students, this frustration deepens over time, making fluency a core focus for many kids’ IEPs.
What Are Examples of Reading Fluency?
Reading fluency breaks down into several skills – all of which are key to building stronger readers. Here are some examples and why they matter for success in everyday learning tasks.
Accuracy
Students must be able to read words correctly. Misreading even small words like “and” as “an” can change the meaning of an entire sentence, making comprehension impossible.
Rate (Speed of Reading)
Reading too slowly can make it difficult to follow the train of thought, while reading too quickly might result in skipping words or phrases. A balanced pace is the goal!
Prosody (Expression)
This is the ability to read aloud with appropriate intonation, pitch, and emphasis. It makes reading sound natural and engaging – a skill that seems auxiliary, but is absolutely necessary for storytelling and presenting.
Pausing, Phrasing, and Comprehension
Knowing when to pause at commas and stop at periods isn’t just about grammar; it’s what gives meaning to sentences. Students who can phrase correctly are more likely to retain and explain what they’ve read.
Why is Reading Fluency Important?
Fluency is often called the heart of reading, and it’s hard to argue with that definition.
Think of it this way: kids can technically learn to “sound out” words without fluency, but will they love reading? Will they actually understand the text? Probably not.
Fluent readers unlock their ability to focus on what a passage is saying instead of stumbling over how it’s written. It’s the magic that allows a reader to jump from stringing sounds together to absorbing entire stories. A student who becomes fluent in reading feels more confident, performs better in school, and is far more likely to engage across subjects.
Reading fluency isn’t just a confidence booster. It’s a building block. When students can fluently process text, they open the doors to bigger ideas, stronger analytical skills, and better memory retention. It directly impacts how they comprehend word problems, follow science experiments, and even write persuasive essays.
39 Reading Fluency IEP Goals
Accuracy
- By the end of the IEP period, when given grade-level text to read aloud, [Student Name] will accurately decode words with 90% accuracy in 4 out of 5 oral-reading opportunities as measured by running-record analysis.
- By the end of the IEP period, when shown sets of high-frequency words, [Student Name] will read 50 new words fluently with at least 80% accuracy in 4 out of 5 teacher-led trials as measured by word-list probes.
- By the end of the IEP period, when presented multi-syllable words in isolation, [Student Name] will divide each word into syllables and read it fluently with 80% accuracy in 3 out of 5 opportunities as measured by curriculum-based assessment.
- By the end of the IEP period, when reading a passage that contains grade-level vocabulary, [Student Name] will identify and fluently read the words with 90% accuracy in 4 out of 5 attempts as measured by teacher word-recognition tallies.
- By the end of the IEP period, when shown consonant-vowel-consonant words, [Student Name] will decode them with 90% accuracy in 4 out of 5 opportunities as measured by decoding probes.
- By the end of the IEP period, when given word lists that include long and short vowel sounds, [Student Name] will read the words with 80% accuracy in 3 out of 5 trials as measured by teacher checklists.
- By the end of the IEP period, when presented words containing digraphs and blends, [Student Name] will decode them correctly in 4 out of 5 trials as measured by curriculum-based measures.
- By the end of the IEP period, when given grade-level reading passages, [Student Name] will determine meanings of unknown words using context clues with 80% accuracy in 4 out of 5 trials as measured by comprehension checks.
- By the end of the IEP period, when provided individual phonemes, [Student Name] will blend the sounds to form words with 90% accuracy in 4 out of 5 trials as measured by phoneme-blending probes.
- By the end of the IEP period, when given a spoken word, [Student Name] will segment it into individual phonemes with 80% accuracy in 4 out of 5 sessions as measured by phoneme-segmentation records.
Does your student need help planning their next steps? Check out these goals.
Rate (Speed of Reading) Goals
- By the end of the IEP period, when given grade-level text, [Student Name] will read aloud at ___ words per minute with 90% decoding accuracy in 4 out of 5 timed readings as measured by words-per-minute charts.
- By the end of the IEP period, after three repeated readings of the same passage, [Student Name] will increase baseline words-per-minute by 10% in 4 out of 5 sessions as measured by fluency graphs.
- By the end of the IEP period, when given a familiar passage, [Student Name] will improve initial words-per-minute by 15% while maintaining 80% comprehension accuracy in 4 out of 5 trials as measured by timed-reading and comprehension probes.
- By the end of the IEP period, when transitioning between genres of equal difficulty, [Student Name] will keep reading speed within 10% of baseline and maintain 80% comprehension accuracy in 4 out of 5 assessments as measured by fluency/comprehension records.
If you find you’re having trouble getting your student to focus long enough to make progress, these attentional control goals might help.
Prosody (Expression) Reading Goals
- By the end of the IEP period, when reading aloud, [Student Name] will use appropriate intonation, rhythm, and pitch in 4 out of 5 opportunities as evaluated through teacher observation.
- By the end of the IEP period, when reading narrative, informational, and functional texts, [Student Name] will demonstrate fluent phrasing with 90% accuracy in 4 out of 5 settings as measured by a prosody rating rubric.
- By the end of the IEP period, when given a passage, [Student Name] will identify its theme and cite evidence in 70% of cases across 3 out of 5 opportunities as measured by comprehension questions.
- By the end of the IEP period, when reading selected text, [Student Name] will identify and explain similes, metaphors, or idioms in 4 out of 5 opportunities as measured by teacher checklists.
- By the end of the IEP period, when reading a passage, [Student Name] will identify and explain the author’s purpose with 80% accuracy in 3 out of 5 trials as measured by comprehension probes.
- By the end of the IEP period, while participating in partner reading, [Student Name] will take turns reading aloud and giving feedback in 4 out of 5 sessions as measured by peer-interaction logs.
- By the end of the IEP period, during group reading, [Student Name] will take turns and answer questions in 4 out of 5 opportunities as measured by participation checklists.
- By the end of the IEP period, after reading a passage, [Student Name] will make and explain a text-to-self connection in 3 out of 5 trials as measured by oral retellings.
Check out more goals related to problem solving, cognitive flexibility, working memory, and social skills.
Pausing, Phrasing, and Comprehension Reading Goals
- By the end of the IEP period, when reading connected text, [Student Name] will pause appropriately at punctuation and use accurate phrasing in 4 out of 5 trials as measured by a prosody rubric.
- By the end of the IEP period, when reading aloud, [Student Name] will self-correct miscues 80% of the time in 4 out of 5 trials as measured by error-analysis records.
- By the end of the IEP period, when reading silently, [Student Name] will detect and self-correct errors at least 70% of the time across 4 out of 5 sessions as measured by think-aloud protocols.
- By the end of the IEP period, while reading, [Student Name] will independently apply a comprehension strategy (such as summarizing or predicting) in 3 out of 5 sessions as measured by reading logs.
- By the end of the IEP period, when given a narrative text, [Student Name] will retell key events in correct sequence with 90% accuracy in 4 out of 5 sessions as measured by a story-retell rubric.
- By the end of the IEP period, after reading a passage, [Student Name] will answer at least three literal comprehension questions with 80% accuracy in 4 out of 5 sessions as measured by teacher-made quizzes.
- By the end of the IEP period, when given a passage, [Student Name] will summarize the main idea and three key details with 90% accuracy in 3 out of 5 opportunities as measured by written summaries.
- By the end of the IEP period, after reading a story or text, [Student Name] will correctly predict upcoming events or outcomes in 4 out of 5 trials as measured by comprehension logs.
- By the end of the IEP period, during discussions about a story, [Student Name] will demonstrate active listening by making relevant comments or paraphrasing 80% of the time as measured by a discussion rubric.
- By the end of the IEP period, after reading grade-level text, [Student Name] will identify a cause and its related effect with 70% accuracy in 4 out of 5 opportunities as measured by comprehension checks.
- By the end of the IEP period, when given a text, [Student Name] will write one complete sentence stating the main idea with correct capitalization and punctuation in 4 out of 5 opportunities as measured by writing samples.
- By the end of the IEP period, after reading a text, [Student Name] will write a brief summary that includes the main idea and two key details in 4 out of 5 sessions as measured by a summary rubric.
- By the end of the IEP period, after reading a passage, [Student Name] will answer three comprehension questions in complete sentences with 80% accuracy in 4 out of 5 trials as measured by teacher-made assessments.
- By the end of the IEP period, when given a text, [Student Name] will compare and contrast two elements (such as characters or events) with 70% accuracy in 3 out of 5 trials as measured by a Venn-diagram rubric.
- By the end of the IEP period, after reading a passage, [Student Name] will draw a logical conclusion and cite evidence with 75% accuracy in 3 out of 5 trials as measured by a comprehension rubric.
- By the end of the IEP period, when reading aloud at instructional level, [Student Name] will answer comprehension questions with 85% accuracy in 4 out of 5 trials as measured by teacher records, demonstrating the link between fluency and understanding.
- By the end of the IEP period, over a four-week period, [Student Name] will create and monitor a personal reading goal related to fluency or comprehension and demonstrate progress at weekly check-ins as measured by a goal-tracking sheet.
If your students need help with organizing themselves or just getting started, these IEP goal banks will help. You can also view our goals related to self-monitoring, emotional control, impulse control, and time management here.
How Do You Write an IEP Goal for Reading Fluency?
When you’re writing reading fluency IEP goals, you’ll focus on a few key components.
First, what will the student do? This is the precise skill or behavior the student will demonstrate (e.g., “The student will read aloud with 90% accuracy”).
Next, what’s being measured? This involves deciding on the method you’ll use to track the student’s progress (e.g., oral reading tests or fluency timing).
Finally, you’ll define the criteria for success. Clearly articulate the benchmark for achievement (e.g., “50 words per minute with less than 3 errors on grade-level text”).
Here’s an example:
“By the end of the school year, the student will read a grade-level text at 90 words per minute with no more than 5 errors in three consecutive trials, as measured by progress monitoring assessments.”
By sticking to this framework as you write your goals, you can make sure they’re SMART – specific, measurable, achievable, relevant, and time-bound.
6 Evidence-Based Tips for Teaching Reading Fluency
These strategies build fluency through consistent and creative practice while incorporating measurable progress tracking – key steps toward mastering reading fluency.
1. Guided Oral Reading
Encourage students to read aloud under the direct guidance of a teacher or peer. Repeated oral reading with feedback improves fluency rates. This method gives students the opportunity to self-correct and build confidence.
Of course, this should be done in a setting that does not pressure or shame the student (popcorn reading is a method that has recently been called out for doing this, and for good reason).
Make the process as non-invasive as possible, whether by using small group or 1:1 settings, but get your student reading aloud as often as possible! Incorporate both direct and indirect comprehension strategy instruction and provide explicit vocabulary instruction, too.
Note that repeated reading may initially lead to boosts in reading comprehension only, rather than in fluency or overall achievement, especially if the focus is on reading the same text over and over.
Because of this, it’s especially important to target texts that have meaning and purpose to the student and to consistently include low-pressure oral reading as part of your classroom instruction, rather than as an occasional fixture.
2. Target Meaningful Texts
When building fluency, use engaging, age-appropriate texts that students can connect with whenever possible. This not only encourages motivation but also allows for meaningful practice of reading strategies.
Some ideas for finding these types of texts include:
- Asking students what topics or genres they enjoy reading about
- Using articles or passages related to current events or popular media
- Incorporating multimedia elements, such as videos or audio recordings, along with text
At the same time, don’t be afraid to challenge your students. Regularly expose your students to “stretch texts,” or texts that expose them to more complex ideas. This can still be about a topic they enjoy, but should be more difficult to read.
3. Focus on Accuracy and Speed Simultaneously
It’s easy to get caught up in one aspect of fluency instruction and neglect the other. However, research shows that students need to build both accuracy and speed to improve overall fluency rates.
To help with this, use tools like fluency probes to assess accuracy and timed readings to track speed progress. By targeting both areas, students can improve their overall reading fluency over time.
4. Use of Decodable Texts
Decodable texts, designed to reinforce phonics, allow emerging readers to focus on developing automaticity at their level. Budget some lesson time for regular low-pressure reading sessions using these texts.
5. Performance-Based Reading Tasks
Assign students expressive tasks like reading aloud during class performances or recording podcasts. Adding a real audience creates motivation while sharpening phrasing and intonation skills. Again, make this low-pressure and if you can, connect it to something a student enjoys.
For example, rather than forcing them to give an oral presentation on a literary classic the class read together, invite them to record a podcast about a sports biography they read and enjoyed. Choice is an important element of getting a student invested in reading!
6. Leverage Technology
Get creative with educational reading apps and interventions. Programs like Reading Plus®, Read Naturally and Raz-Kids provide built-in feedback loops, helping students improve their fluency on the spot. Don’t be afraid to use technology to your advantage!
Data Tracking Methods for Reading Fluency
Data isn’t just about numbers; it shapes your teaching. By methodically tracking student performance, you can decide which evidence-based interventions work best and where to adjust.
Here are some common ways you can track progress toward a student’s reading fluency IEP goals:
1. One-Minute Fluency Probes
Conduct one-minute timed readings where students read aloud as much of a passage as they can. Calculate words per minute (correct minus errors). Use this data to measure improvements over time.
2. Error Analysis
Track types of errors, such as mispronunciations, skipped words, or insertions. Analyzing these patterns reveals trends and areas needing more intervention.
3. Running Records
Use running records during one-on-one reading sessions to document a student’s fluency, rate, and accuracy. This method offers qualitative insights for tailoring your instruction.
4. Reading Logs
Encourage students to track their daily independent reading activities. Logs should include date, pages read, and reflections about their reading session.
Measuring Progress for Reading Fluency
Your data is collected – now what? The next step is determining whether students are on track to achieve their examples of IEP goals for reading fluency.
To do this, start by establishing a baseline reading level for each student before introducing interventions. These benchmarks set the foundation for comparison.
Then, use tools like DIBELS or AIMSweb to track whether students are meeting expected growth rates. Weekly or biweekly data check-ins will keep you informed of trends in one direction or another.
Try not to get too overwhelmed by larger, more ambitious goals; breaking the goal into smaller, manageable milestones helps you identify progress. For example, if the goal is 90 words per minute by the end of the year, aim for 30 WPM by the first quarter, 60 by midyear, etc.
Remember, too, that fluency and comprehension are intertwined. A student may meet their fluency target but struggle with understanding, or vice versa.
Many of the interventions described above demonstrate that it’s challenging to pinpoint one area in isolation, but indicate that it’s easier to focus on holistic reading goals instead. Balance your WPM tracking with comprehension check-ins to see that all areas are improving, even if they aren’t doing so at the same rate.
Final Thoughts
Helping students achieve their IEP goals for reading fluency is a challenge, no doubt about it – but it’s an incredibly rewarding one.
By writing focused goals, implementing evidence-based teaching strategies, and tracking data methodically, you’re setting up both you and your students for success. The key is to stay consistent, celebrate small wins, and adapt your approach as needed.
Reading is one of the most challenging skills for students to master, particularly those with unique learning needs. Yet supporting students in developing fluent, confident reading skills empowers them far beyond the classroom.
When you learn how to write reading fluency IEP goals that promote progress, no matter how big or small, you’re doing your part to create a more confident, more successful student – and you’re setting them up for lifelong success.
FAQ
What is an example of a reading fluency IEP goal?
“By the end of the semester, [Student Name] will read a grade-level text at 80 words per minute with no more than 4 errors in three consecutive trials, measured through oral fluency assessments.”
What are examples of smart goals for reading fluency?
SMART goals might include “Read a 3rd-grade passage at 70 words per minute with 95% accuracy by [date]” or “Complete weekly one-minute reading probes with less than 5 errors for three consecutive trials.”
What is goal setting for reading fluency?
Goal setting involves creating actionable benchmarks for improving reading speed, accuracy, and expression, tailored to the student’s current abilities and growth potential.
What is the ultimate goal of reading fluency?
The end goal is automaticity – the ability to read quickly, accurately, and with appropriate prosody – so students focus on comprehension rather than decoding words.
Further Reading
- Blank, Marion: Two Thirds of American Kids Can’t Read Fluently
- National Center on Improving Literacy: The Educator’s Science of Reading Toolbox: How to Build Fluency with Text in Your Classroom
- Kennedy, Michael J. et al: Effects of Multimedia Vocabulary Instruction on Adolescents with Learning Disabilities
- What Works Clearinghouse: Repeated Reading Evidence Snapshot
- Institute of Education Sciences: Providing Reading Interventions for Students in Grades 4-9
- Texas Center for Learning Disabilities: Five Evidence-Based Ways to Improve Reading Fluency in Elementary and Secondary Grades
- What Works Clearinghouse: Providing Reading Interventions Recommendations
- What Works Clearinghouse: Reading Plus®