Home » Misc » Independent level reading

Independent level reading


Fluency: An Introduction | Reading Rockets

Even when students recognize many words automatically, their oral reading still may be expressionless, not fluent. To read with expression, readers must be able to divide the text into meaningful chunks. Readers must know to pause appropriately within and at the ends of sentences and when to change emphasis and tone. For example, a reader who lacks fluency may read, probably in a monotone, a line from Bill Martin Jr's Brown Bear, Brown Bear as if it were a list of words rather than a connected text, pausing at inappropriate places:

Brown/
bear brown/
bear what/
do/
you see.

A fluent reader will read the same line as:

Brown bear/
Brown bear/
What do you see?/

 

The difference between fluency and automaticity

 

Although they terms automaticity and fluency often are used interchangeably, they are not the same thing.

Automaticity is the fast, effortless word recognition that comes with a great deal of reading practice. In the early stages of learning to read, readers may be accurate but slow and inefficient at recognizing words. Continued reading practice helps word recognition become more automatic, rapid, and effortless.

Automaticity refers only to accurate, speedy word recognition, not to reading with expression. Therefore, automaticity (or automatic word recognition) is necessary, but not sufficient, for fluency.

Fluency instruction

Fluency is not a stage of development at which readers can read all words quickly and easily. Fluency changes, depending on what readers are reading, their familiarity with the words, and the amount of their practice with reading text. Even very skilled readers may read in a slow, labored manner when reading texts with many unfamiliar words or topics. For example, readers who are usually fluent may not be able to read technical material fluently, such as a textbook about nuclear physics or an article in a medical journal.

It is important to note that fluency instruction should be with a text that a student can read at their independent level. It is at this level where students are able to practice on speed and expression rather than decoding. The chart below describes each reading level:

Independent Level Relatively easy for the student to read (95% word accuracy).
Instructional Level Challenging but manageable for the reader (90% word accuracy).
Frustration Level Difficult text for the student to read (less than 90% word accuracy).

In an effort to help teachers gain knowledge on fluency instruction, researchers have investigated two major instructional approaches related to fluency. In the first approach, repeated and monitored oral reading (commonly called "repeated reading"), students read passages aloud several times and receive guidance and feedback from the teacher. In the second approach, independent silent reading, students are encouraged to read extensively on their own.

Repeated and monitored oral reading

Repeated and monitored oral reading improves reading fluency and overall reading achievement.

Students who read and reread passages orally as they receive guidance and/or feedback become better readers. Repeated oral reading substantially improves word recognition, speed, and accuracy as well as fluency. To a lesser but still considerable extent, repeated oral reading also improves reading comprehension. Repeated oral reading improves the reading ability of all students throughout the elementary school years. It also helps struggling readers at higher grade levels.

Traditionally, many teachers have relied primarily on round-robin reading to develop oral fluency. In round-robin reading, students take turns reading parts of a text aloud (though usually not repeatedly). But round-robin reading in itself does not increase fluency. This may be because students only read small amounts of text, and they usually read this small portion only once.

Researchers have found several effective techniques related to repeated oral reading:

  • students read and reread a text a certain number of times or until a certain level of fluency is reached. Four re-readings are sufficient for most students.
  • oral reading practice is increased through the use of audiotapes, tutors, peer guidance, or other means.

In addition, some effective repeated oral reading techniques have carefully designed feedback to guide the reader's performance.

Silent, independent reading

No research evidence is available currently to confirm that instructional time spent on silent, independent reading with minimal guidance and feedback improves reading fluency and overall reading achievement.

One of the major differences between good and poor readers is the amount of time they spend reading. Many studies have found a strong relationship between reading ability and how much a student reads. On the basis of this evidence, teachers have long been encouraged to promote voluntary reading in the classroom. Teacher-education and reading-education literature often recommends in-class procedures for encouraging students to read on their own, such as Silent Sustained Reading (SSR) or Drop Everything and Read (DEAR).

Research, however, has not yet confirmed whether independent silent reading with minimal guidance or feedback improves reading achievement and fluency. The research suggests that direct instruction in reading is the best predictor of reading achievement. However, it is important for students to be given time to apply their reading skills through silent reading with a book at their independent level (read with 95% word accuracy).

How to Determine Reading Level and Find the Right Books for Your Child

One of the most effective ways of ensuring that a child is learning to their full potential is making sure that the books they read match their current reading level, while also giving them a little bit of a challenge to expand their mind. 

Having a ballpark idea of your child’s reading level can help make a difference in how much he enjoys reading. Giving a child materials that are well below their reading level can easily translate into boredom, while giving material that is too difficult can spell frustration. 

This is why teachers and other members in the educational community work on determining the reading levels of texts in order to make recommendations that are appropriate for the child’s capabilities. 

How Do I Determine My Child’s Reading Level? 

In order to choose books that are best suited to your child’s reading level, it’s a good idea to determine their current reading level. 

The following are ways to find out this information: 

  1. Ask your child’s school for his reading level. Schools usually test the students’ reading level, but if your school doesn’t have that information, proceed to the next step. 
  2. Find a book that you believe matches your child’s reading level. Next, let them read aloud while you take note of words that they read incorrectly. Then, calculate the Percent Accuracy described above by dividing the number of words correctly read by the total number of words in the selected passage.
  3. Alternatively, you may want to find a reading assessment tool online. The Internet has many places to give your child a reading assessment test. 

Here are some reading assessment tools available online: 

  • San Diego Quick Assessment of Reading Ability
  • Reading A-Z’s Benchmark Passages
  • English Club Reading Comprehension Test
  • Macmillan Readers Level Test 

How to Determine Reading Level Informally

Alternatively, if you would like to know your child’s reading level on an informal basis, and not as a straight-cut figure, you can also determine this on your own at home. Here are some ways you can do this: 

1. Check the reading level of their favorite books. 

Most books geared toward children have this information on their back cover. Look to the bottom part where you find the initials RL and a number, such as RL 3.2 

The first number refers to the grade, and the second number the month of schooling of the typical child whose vocabulary allows them to understand the text. So RL 3.2 means the book was written for the typical third grader in the second month of the school year. 

Of course, remember that these are usually just benchmarks, and may not always be an accurate gauge, but they should be good enough to help you find books that your child can read comfortably. 

2. Find book recommendations for children within your child’s age range and educational background.

The book recommendations you use will depend greatly on the kind of education your child has been receiving. For example, a homeschooled child will most likely have a different reading level than one in public school, simply because of greater one-on-one instruction and opportunities for reading. 

This means that, if your children are in public school, you will likely do well following recommended books by public school teachers. If you are homeschooling, check the book recommendations for your child’s age range based on the homeschool method you are using.

For example, children educated using the Charlotte Mason method tend to read several levels above their grade level, so take that into account. 

3. Try a level above the current reading level of their favorite books. 

Alternatively, you may want to perform a little test by finding books that are a few notches higher than the child’s current reading level. Sometimes, children become relaxed and enjoy books where they can read all or almost all of the words. 

But because you want to help them build fluency, you should include books that introduce new words. So don’t be afraid of, say, introducing books at a RL 3.4 or 3.6 if your child is currently comfortable at RL 3.2. As they improve, you can also slowly move up the scale. 

What Are the Different Reading Levels? 

When it comes to the reading level of texts or books, we can divide them into the following: 

Independent Level 

This level refers to a text in which about 1 out of every 20 words is challenging for the reader, for a reading accuracy of 95%.  

These books are best for students who read independently, needing zero or little support. These kinds of books are best used for building fluency. 

Instructional Level

These books have about 1 out of every 10 words challenging for the reader. This means that the student can understand 90% or more of the words. 

Students assigned these books often still need instructional support, making these texts good for small group instruction where the teacher can give needed assistance. 

Frustrational Level

These books contain more than 1 of 10 words that are too difficult for the student, for an accuracy level of 90% or lower. 

They are usually used with extensive instruction and support. These books are best used for one-on-one instruction.  

Teachers can determine whether a certain text is appropriate for a student by doing the following calculations based on the accuracy of student’s reading: 

Step 1. Compute the Percent Accuracy Level

  • Divide the number of words that the student reads correctly by the total word count. 
  • For example, if the student correctly reads 106 words out of 110 total words, the accuracy level is: 

106/110 = (0.96) or 96%

Step 2. Compare the Percent Accuracy Level to the levels of reading. 

  • If the Percent Accuracy Level is 95% or more, the book can be considered within the child’s independent reading level. 
  • If the Percent Accuracy Level is 90-95%, the book may be at the instructional level. 
  • If the Percent Accuracy Level is 90% or less, the book fits into the child’s frustrational level. 

Matching Reading Level Impacts Reading Enjoyment 

Although we don’t really recommend being too meticulous about reading level figures, it’s important to have an idea of what books your child can be comfortable reading. This also helps you decide what books will challenge and expand their vocabulary and comprehension.  

From this perspective, you can be more effective at moving your child from one step to the next, paving the way for their reading enjoyment and learning success. 

Did you find this post helpful? Let us know in the comments below!

 

If you enjoyed this post, then you might also like:
  • 15 Best Children’s Books of 2019: Inspiring Reads for Little Ones
  • How to Teach Kids to Read: Tips, Resources, and Books for Getting Started
  • Read-Aloud Books: The Best Websites for Kids
  • How to Get Kids to Read: 7 Dynamite Techniques for Encouraging Young Readers

Yen Cabag

Yen Cabag is the Blog Writer of TCK Publishing. She is also a homeschooling mom, family coach, and speaker for the Charlotte Mason method, an educational philosophy that places great emphasis on classic literature and the masterpieces in art and music. She has also written several books, both fiction and nonfiction. Her passion is to see the next generation of children become lovers of reading and learning in the midst of short attention spans.

Reading analyst - reading levels.

CONTENT

  • Group 1. Teaching the technique of semantic reading
    • Beginner level (letter reading)
    • Developing level (reading by syllable)
    • Advanced level (reading in whole words and syllables with compound words)
    • Free level (reading in whole words)
  • Group 2. Development of reading competencies for subject education
    • Weak level
    • Training level
    • Independent level

The "Reading Analyst" system makes it possible to assess the level of reading competence for two groups - the group for teaching the technique of semantic reading (Group 1) and the group for developing reading competence for subject education (Group 2).

Although we assume that the first group will most likely include elementary school students from grades 1 to 4, and the second group will include secondary school children from grades 5 to 7, we strongly recommend taking into account the individual characteristics of children: if a child elementary school reads very well, test his reading competencies on tests of the secondary school group, but if a child in the fifth grade reads with a lot of technical errors, it may make sense to check his competencies on tests for group 1 elementary school and then select texts for reading corresponding to its level.

Below we offer brief descriptions of the levels that are determined during testing and evaluation of texts, and also give recommendations on the selection of texts for each level.

Group 1. Education of semantic reading technique

Description of the levels of competence of reading words. The reading speed is low, there is a recall of each letter separately. In some cases, there may be a breakdown in reading a word due to the large time interval between reading letters. Reading comprehension is limited to a word or phrase. The teacher's help is needed both in the name of the letters and their reduction into a word, and in keeping the attention on the text. Reading speed per minute - 10-15 words.

Recommendations for the selection of texts for the initial level of reading technique:

Texts of the initial level of reading technique are intended for mastering the reading skill from scratch and represent various types of alphabets and short texts necessary to consolidate the skill of recognizing and reading letters and short words. The transfer of the plot is carried out by 2-3 sentences connected sequentially with each other.

Features of texts suitable for this level:

Short texts of 30 words are suitable for beginners, the length of words should not exceed 5–6 letters. It is good if as many words as possible correspond to the following features.

  • Words of one or two syllables.
  • Three-syllable words must be open syllable (e.g. white ). Stressed vowels must be at the beginning of a word.
  • Words begin with a consonant
  • Words end in consonant

Very short and simple texts are required for this level of reading. Such texts are not evaluated by the Reading Analyst system, but are selected independently.

Developing level (reading by syllable)

Description of the level

Reading by syllables, in difficult places - spelling. There are many errors such as omissions of syllables and words, substitutions of letters and syllables. There is almost no orientation to punctuation, the intonation when reading does not correspond much to the content. Reading comprehension is low and fragmented. Reading speed is slow. There is a decrease in motivation to read when faced with difficulties. A teacher's help is needed to read words that have more than three syllables and have articulations of three consonants. Reading speed per minute - 35-50 words.

Recommendations for the selection of texts for the developing level of reading technique:

Texts for the developing level of reading technique are designed to strengthen reading skills, as well as for corrective work in the presence of difficulties in mastering it. May contain a short simple linear plot with a main character or main idea and a small number of secondary additional ideas. If necessary, the narrative can be divided into several small parts without compromising reading comprehension.

Features of texts suitable for this level:

Texts consisting of 70 words are suitable for the developing level, the length of words should not exceed 10 letters. The text may contain words that have the following features:

  • Words with one closed three-letter syllable
  • One-syllable words and two-syllable words with a combination of consonants at the beginning of the word (for example: coward , hello )
  • Stress on the first syllable in two-syllable words and on the second syllable in three-syllable words (for example: lamp, candy )
  • Words of three syllables and four syllables (alternating vowels and consonants) (for example: steamboat , ran )
  • Nominative, accusative, dative and prepositional words
  • Sentences with simple syntax: definition, subject, predicate. (For example: The white bird has arrived. )
  • Offers with 2 homogeneous members
  • Offers with 3 homogeneous members
  • Impersonal offers
  • Compound sentences
  • Personal verbs
  • Introductory words

Texts that are suitable for this level of reading, the "Reading Analyst" system refers to texts for developing reading level .

Advanced level (reading in whole words and syllables with compound words)

Description of level

Whole-word reading of easy words can switch to syllable-by-syllable reading in case of occurrence of polysyllabic, difficult or infrequent words. When reading, there may be errors in the repetition of words and syllables, difficulties in understanding some parts of the text. There is unevenness in the speed of reading and the transfer of expressiveness. Need help reading obsolete words, words with more than 5-6 syllables and texts of 3 levels of complexity. The understanding of the text is adequate, but fragmentary, there is an assimilation of the general plot of the narration, but the details and secondary ideas are not fixed. Reading speed per minute - 65-75 words.

Recommendations for the selection of texts for advanced reading skills:

Texts for advanced reading skills can be used to introduce new knowledge and develop competence in meaningful reading, in particular, reading comprehension and formulating answers to questions about the text. The narrative may contain several storylines or ideas, the number of secondary elements of the narrative may increase, but should remain within 5. The text should be divided into semantic parts. These texts can be offered to read for leisure reading to schoolchildren who have developed and fluent levels of reading technique.

Features of texts suitable for this level:

Texts of about 100 words are best for the advanced level, the length of words should not exceed 14 letters. The text may contain words with the following properties:

  • Monosyllabic words with a combination of consonants at the end of the word (for example: scarf )
  • Two-syllable words with a combination of consonants in the middle of the word (for example: srot )
  • Three-syllable words with a combination of consonants at the beginning, middle or end of a word (for example: beauty, harness)
  • Words of four or five syllables (alternating vowels and consonants) (for example: drawing)
  • Adverbs
  • Genitive and instrumental words
  • Complex sentences, sentences with coordinating conjunctions and sentences with direct speech
  • Reverse word order in a sentence. (For example: Vasya came home late. -
  • The presence of cardinal numerals, pronominal adjectives and pronominal nouns

Texts that are suitable for this level of reading, the system "Reading Analyst" refers to texts for advanced reading level.

Free level (reading in whole words)

Description of the level

Reading in whole words with a small number of errors in new terms, obsolete words or polysyllabic words, infrequently occurring words. Errors can be noticed by the reader and corrected. There is respect for intonation and expressiveness. Comprehension of the text is complete, answers to questions are detailed. The reader understands causal relationships, can predict linear events. Reading does not require the help of a teacher. Reading speed per minute - more than 100 words.

Recommendations for the selection of texts for the free level of reading technique:

Texts for the free level of reading technique are suitable for studying the subject and forming mental operations of analysis and forecasting when working with text, which are part of the reading competence. The plot in the text may be non-linear with additional inclusions of secondary storylines or ideas. The story should be broken down into small semantic parts. For students with a free level of reading technique, to maintain motivation, the selection of texts includes the thematic interests of schoolchildren. Students can read such texts for pleasure.

Features of texts suitable for this level:

The free reading level allows you to read texts of 100 words, but words in the text can contain up to 18 letters. Words with the following parameters can be included in the text:

  • Sentences with adversarial conjunctions
  • Rarely used, obsolete words
  • Foreign words
  • The presence of participial phrases

Texts that are suitable in their parameters for this level of reading, the Reading Analyst system refers to texts for free reading .

Group 2. Development of reading competencies for subject training

Description of levels in the formation of reading competencies for subject training

Weak level

Reading level

It is difficult, no smooth, there are no smooth inaccuracies, mistakes. Comprehension of the text occurs at a superficial level. Most often, there is just voice-over of the text. Can read light text independently. Reading more complex texts requires the help of an adult. Reading accuracy is below 85%, error rate is more than 20 words. He can correct 1 mistake out of 5 on his own. Reading speed is slow, there is no orientation to punctuation marks. Understanding is not adequate, fragmentary, there are errors in understanding both the text itself, and the subtext, and beyond the text. There is no way to generalize and use the information read. There are answers to factual questions like: Who? What? When? Where? How many? Is not it?

Recommendations for the selection of texts for a weak level of reading for subject teaching:

Texts suitable for a weak level are intended primarily for correcting reading skills and competencies, especially in cases where there are: a large number of errors, misunderstanding of what has been read, inability to answer factual questions.

For a weak level of reading competence, texts with the following properties are suitable for subject teaching:

  • The text consists of 2-3 paragraphs.
  • The text consists of short sentences without complex constructions and special language tools.
  • There are no more than 3-4 terms in the text.
  • The main idea is clear, simple, clearly formulated at the beginning of the text.

Texts that are suitable for this level of reading, the system "Reading Analyst" refers to texts for a weak level of reading for subject teaching.

Educational level

Description of the level

Reading has an average level, which is reflected in errors in words and intonations when reading. There is smoothness, except for those moments when complex words and phrases occur. Reading flexibility and expressiveness are present when reading light texts. For more complex texts, adult assistance is required. Understanding of the text is adequate, but fragmentary. You can meet errors in understanding subtext and overtext. The accuracy of reading technique exceeds 85%, the error rate is 1 in 20 words. Ability to correct your reading errors - 2 out of 5. Reading speed is average. Can use information from the text within a narrow framework, generalize and find causal relationships, which allows answering questions of evaluative and convergent types. (Why? How? How? What do you think?)

Recommendations for the selection of texts for the academic level of reading for subject education:

Texts suitable for the academic level are intended to introduce you to the topic of the academic subject, to start studying the topic. Texts of this level can be used to develop the technique of semantic reading, as well as to develop the skills of reproducing the content of the understood text and answering questions about it. In addition, students who experience some difficulty in reading can read such texts for pleasure, which helps to strengthen the motivation to read.

Texts for the intermediate level should have the following characteristics:

  • The text has a simple logical and semantic structure.
  • The main idea of ​​the text is clear and distinct.
  • The main idea of ​​the text is located either at its beginning or at the end.
  • Each paragraph is linked to the previous one by the corresponding means of communication.
  • The volume of terms does not exceed 5–7 words.

Texts that are suitable in terms of their parameters for this reading level are classified by the Reading Analyst system as Reading level texts for subject teaching.

Independent level

Level description

Reading is easy. It is characterized by fluency, ease, a small number of errors, expressiveness. Able to discuss what has been read. The help of the teacher is not required when reading texts of any complexity.

The independent level of reading competence for subject education is characterized by the following student skills: complete (basic thoughts and details), precise (meanings of words are known), distinct (all linguistic ways of expressing meaning are known), deep (understanding of text, subtext, overtext, context) understanding of a rather long text, often containing conflicting information, from unfamiliar and unfamiliar subject areas. Inaccuracies in one of the four parameters are allowed. The ability to determine the difficulties of reading and understanding the text, as well as the quality of one's reading and understanding of the text, analyzing the quality of full and short answers to questions. Positive and interested attitude towards free, abundant reading.

Recommendations for the selection of texts for the independent level of reading competence for subject education:

A text suitable for the independent level can be designed to deepen knowledge in a particular academic subject, it introduces a large number of facts and terms. In addition, texts of an independent level are suitable for the formation and development of mental operations of analysis and forecasting when working with text, as well as the ability to make annotations, questions, formulate full and short answers to them.

Texts suitable for independent reading competence for subject-specific learning are characterized by the following properties:

  • The text contains the author's opinion, is emotionally colored.
  • The structure of the text can be complex, complex, the main idea is read from the text and can be located anywhere in it.
  • The text contains a problem that the reader formulates independently based on its content.
  • Understanding the text requires background knowledge hidden in the text.

Texts that are suitable for this level of reading, the system "Reading Analyst" refers to texts for independent reading level for subject teaching.

5 simple and effective ways to improve your reading fluency

Reading fluently means reading at a natural pace, with expression, and at the same time understanding what you read. How can you help your students and children learn to read fluently? Isn't it enough just to read more?

In fact, non-verbal reading (note: reading to yourself, not aloud) does not help people who have difficulty reading fluently. The National Reading Panel states: "Empirical studies show that independent non-verbal reading has little effect on the development of reading speed. " In this case, it is necessary to consider whether the student should continue to read in the wrong way in the hope of gradually improving his skills if he has difficulty reading?

​

This is very similar to learning to paint. Having received some useful advice from the teacher, the student begins to understand the basic techniques of painting. The teacher breaks down each step and then checks how each one works to make sure the students have understood everything correctly.

​

Should we do the same for our students - make sure they read diligently, progressing step by step, the way an art teacher approaches each student to make sure that our technique will lead us to the desired result? Would a student have a better understanding of the technique of the art of painting if he silently and clumsily tried to draw something on his own? This is exactly what happens to the student who does not talk about his reading problems.

​

Despite this, non-verbal reading plays an important role in a student's life. Once he reaches the level of fluent reading, he should continue to read everything that comes to hand at his usual speed.

​

Here are the best ways to improve reading fluency:

​

  1. Show an example of fluent reading: demonstrate how to read aloud correctly. Other adults can help with this too: tutors, parents, siblings, etc. In this way, the student will hear how the text should sound in order to get a clearer understanding of how speech is built, including correctly spaced pauses at the end of sentences, rising intonation when using questions, etc.

  2. Reading aloud: have your students read aloud loudly and clearly, not necessarily fast. As you gain experience in reading and improve his skills, the speed will most likely increase as well.

  3. Choral reading (or reading in unison): this is a group practice in which you read a passage of text to your students and they repeat it in unison. This provides group reading practice and can also help a child who is too shy to read aloud in front of others.

  4. Reader's Theatre: This is a fun transformation of ordinary reading into a kind of performance. Each student should work as a team with their classmates, reading with expression and conveying the meaning of what is written. This will help improve not only reading efficiency, but also teamwork skills.

  5. Praise for fluent reading: a little praise sometimes works wonders. Remember to also gently point out problem areas so that students know what to work on. Reading is extremely difficult for some, so do not forget to encourage them to continue their work!

Now that you know that independent non-verbal reading does not help students with reading difficulties, what approach would you take for literature lessons to make them more effective? Pay attention to the FAST FORWORD software package, which now includes the Reading Assistant Plus program, which is:

​

  • demonstrates a sample of correct reading (reads aloud to a student)

  • listens and analyzes how the child reads aloud

  • helps you practice the correct pronunciation of

  • helps build vocabulary

  • helps to understand the meanings of unfamiliar words

This is a kind of personal reading tutor built into your computer, and this program is very effective, especially for children who are not helped by silent reading.

Learn more