Reading Fluency

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Academic Review

Reading Fluency
Daniel’s reading fluency at roughly a fourth grade level. He is currently being progress monitored at a fourth grade level as his AIMSweb fall benchmark score placed him below the 10th percentile. After reading seven fourth grade passages this year, Daniel has averaged 83 WRC (words read correctly) with 8 errors. This score would put him in the 25th percentile compared to fourth grade students attending Robinson School. He has read as many as 106 WRC and as few as 52 WRC. The majority of Daniel’s errors typically occur with irregular words and multisyllabic words that contain vowel combinations. Daniel will often attempt to decode unfamiliar words using phonics. If the sounds that he puts together don’t make
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For example, Daniel is currently working on summarizing stories and determining the main idea by answering questions regarding the key details within a text. While learning this skill, Daniel occasionally makes errors by referring to skills that were taught to approach different reading concepts. He also refers to the skills inaccurately. After reading a text about the human brain in which the main idea was “what the brain does,” Daniel was presented with a question that stated, “this story is mostly about ___________.” After being read this question, Daniel incorrectly selected the choice, “how the brain helps a person solve problems.” After being asked why he chose this response, Daniel explained that it was because he saw the word “problem” and thought “problem and solution,” which is a skill that had been taught in class earlier in the year.
Daniel frequently makes the mistake of trying to connect a concept or skill that was taught in the past with content that he is currently learning. He does this not just in reading, but in other subjects as well. For example, in the subject of language arts Daniel was learning about the subject and predicate in a sentence. While this concept was being taught, Daniel at times would confuse this concept with adverbs and adjectives, which were both concepts that had been taught to him in the previous school year.
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The concept of skip counting makes this challenging for him and the idea that each number on the clock can represent a different number is confusing to him. Daniel is also not able to add or subtract time. He is able to add hours, but not minutes. For example, if he is presented with a digital clock that shows the time 3:00 and is asked what time it will be in 2 hours, he can determine that it will be 5:00. However, if he is shown the time 3:37 and is asked what time it will be in 1 hour and 15 minutes, he is unable to provide a correct

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