Assessing reading rate in elementary school is important for several reasons:
1. **Fluency Development**: Reading rate is a key component of reading fluency, which also includes accuracy and expression. Fluency is important because it bridges word recognition and comprehension. A fluent reader can recognize words quickly and effortlessly, allowing them to focus on understanding the text. assessing reading rate
2. **Comprehension Indicator**: A student’s reading rate can serve as an indicator of their comprehension level. If a child reads too slowly, it might suggest they are struggling with word recognition, which can hinder their ability to understand the text. Conversely, if a child reads too quickly without comprehending, it may indicate a lack of engagement or understanding.
3. **Early Intervention**: Assessing reading rate allows educators to identify students who may be at risk for reading difficulties early on. Early identification means that interventions can be put in place sooner, increasing the likelihood that the student will improve their reading skills. assessing reading rate
4. **Tracking Progress**: Regularly assessing reading rate helps track a student’s progress over time. Teachers can monitor improvements or identify areas where additional support is needed. This helps ensure that students are on the right track in their reading development. assessing reading rate
5. **Setting Benchmarks**: Reading rate assessments help set benchmarks for different grade levels, providing a standard that students are expected to meet. This helps guide instruction and ensures that students are developing their reading skills at an appropriate pace.
In summary, assessing reading rate is crucial for understanding and supporting a child’s overall reading development, ensuring they are on track for literacy success.
Here are ways to assess reading rate!
- Ace Test This is a neat program! Read passages and answer questions. It then determines your reading rate!
- Words Per Minute Test – Grade 5 and Up This site will also tell you about how long it will take to read a particular book.
- My grades 1-5 reading groups always do timed fluency rereadings, but we’ve also started using Spreeder. Free version here:
assess reading rate for kids
- Copy and paste a text sample or enter the text by hand. You can copy and paste from Jennings Test Passages (PrePrimer is Kindergarten level, Primer is beginning grade 1 level, and the rest of the passages are listed by grade level.)
- Hit the green SPREED! button. It will take you to the next screen.
- Enter the speed you want – use the rate chart below to enter your child’s grade’s words per minute benchmark—and the size font via the gear.
Adjust rate and font size using gear.
assess reading rate!
- Hit SAVE and press play!
YOUR CHILD SHOULD READ SILENTLY. Ask him/her to retell the text to check for comprehension!
Using Spreeder helps the students gain focus and confidence in tackling other texts. They are discovering that they, too, are capable of reading at a faster rate.
| Rasinski Words Correct Per Minute Target Rates* Words Per Minute (WPM) |
|||
|---|---|---|---|
| Grade | Fall | Winter | Spring |
| 1 | 0-10 | 10-50 | 30-90 |
| 2 | 30-80 | 50-100 | 70-130 |
| 3 | 50-110 | 70-120 | 80-140 |
| 4 | 70-120 | 80-130 | 90-140 |
| 5 | 80-130 | 90-140 | 100-150 |
| 6 | 90-140 | 100-150 | 110-160 |
*Rasinski, T. & Padak, N. (2005). 3-Minute Reading Assessments. New York, NY: Scholastic Inc.
Hasbrouck & Tindal Words Correct Per Minute Oral Reading Fluency Norms**Words Per Minute (WPM) |
||||
|---|---|---|---|---|
| Grade | Percentile | Fall | Winter | Spring |
| 1 | 90 | – | 97 | 116 |
| 1 | 75 | – | 59 | 91 |
| 1 | 50 | – | 29 | 60 |
| 1 | 25 | – | 16 | 34 |
| 1 | 10 | – | 9 | 18 |
| 2 | 90 | 111 | 131 | 148 |
| 2 | 75 | 84 | 109 | 124 |
| 2 | 50 | 50 | 84 | 100 |
| 2 | 25 | 36 | 59 | 72 |
| 2 | 10 | 23 | 35 | 43 |
| 3 | 90 | 134 | 161 | 166 |
| 3 | 75 | 104 | 137 | 139 |
| 3 | 50 | 83 | 97 | 112 |
| 3 | 25 | 59 | 79 | 91 |
| 3 | 10 | 40 | 62 | 63 |
| 4 | 90 | 153 | 168 | 184 |
| 4 | 75 | 125 | 143 | 160 |
| 4 | 50 | 94 | 120 | 133 |
| 4 | 25 | 75 | 95 | 105 |
| 4 | 10 | 60 | 71 | 83 |
| 5 | 90 | 179 | 183 | 195 |
| 5 | 75 | 153 | 160 | 169 |
| 5 | 50 | 121 | 133 | 146 |
| 5 | 25 | 87 | 109 | 119 |
| 5 | 10 | 64 | 84 | 102 |
| 6 | 90 | 185 | 195 | 204 |
| 6 | 75 | 159 | 166 | 173 |
| 6 | 50 | 132 | 145 | 146 |
| 6 | 25 | 112 | 116 | 122 |
| 6 | 10 | 89 | 91 | 91 |
**Hasbrouck, J. & Tindal, G. (2017). An update to compiled ORF norms (Technical Report No. 1702).
Eugene, OR: Behavioral Research and Teaching, University of Oregon.
