Scale for Fluency 1

 

 
 

 

The student reads single words in isolation from one another. There is no "flow" in the student's reading. Words are read telegraphically. The student demonstrates only word-by-word reading.

2

The student reads with two to three word phrasing. Reading is very hesitant. The student displays considerable pausing and drawn out blending and attempts to decode the words. Reading is more of word calling than fluent, comprehensive reading.

3

The student pauses for ending punctuation. Inflection changes may not be present as the student reads from sentence to sentence. The student reads in phrases but misses the tone considered necessary in fluent understandable reading.

4

Most of the time, the student has appropriate reading, "flow" and phrasing. This prosody score also indicates attention to punctuation with pauses and appropriate inflection.

5

Performance is characterized by reading that generally "flows." The student's voice changes to reflect meaning changes in the passage. Ending inflections are consistently appropriate. Reading is fluent and smooth, generally easy to listen to and understood.

 

Adapted from Table 1. from Marston, Mansfield, cited in (pg. 81 Heineman, in Fountas and Pinnell, 1996) by Dubbels (2003)