What is ar reading level mean

Reading Levels Explained: What They Are & How They Are Assessed

When your child is first learning to read, reading levels are an important tool for helping them move forward without the struggle. But did you know even older readers can benefit from being matched with the appropriate reading level?

In this article, we’ll discuss how reading levels are used and how your child’s level is determined. With the right reading materials, your child can master reading and enjoy it for years to come!

What are reading levels?

Reading levels are a detailed way to pair your child’s reading ability with books they can successfully read and understand.

Reading levels are an effective way to measure a child’s reading progress. If your child is primarily reading books at or just above their determined reading level, they are more likely to find reading enjoyable.

As parents, we’ve all seen how reading can become frustrating. If a beginner reader tries to read a book that is far beyond their abilities, they may simply decide that reading is just too hard. And this frustration can create an overall dislike of reading and books. This is what leveled reading strives to avoid.

How is your child’s reading level assessed?

There are several different methods for measuring your child’s reading skills and classifying the books they will read.

We’ll be discussing the four most popular leveling systems in the next sections. Read on for the details on the GRL, DRA, AR and Lexile reading level measurements.

Guided reading levels (GRL) explained

Guided reading levels, or GRL, are based on the reading levels system developed by Irene Fountas and Gay Su Pinnell. For this reason, you’ll also often see GRL called Fountas & Pinnell.

This system classifies reading levels alphabetically from A to Z, with A corresponding to the earliest readers and Z falling in line with texts at or above an eighth grade level.

Books are grouped into the appropriate level based on the following considerations:

Word repetition
Sentence length
Total word count
Sentence complexity
Number of different words
Inclusion of supportive illustrations
Amount of high-frequency (or most common) words

Because several GRL levels fall into each grade level, this is a precise way to classify reading materials. Not all second graders read at one level. But when second grade is split between levels I, J, K, L and M, more children will be able to find the right books to keep their motivation and confidence high.

Developmental Reading Assessment (DRA)

The DRA, or Developmental Reading Assessment, helps identify how well students are reading independently.

This system matches the child with books on a numbered reading scale from 1 to 80 (it actually starts with A, but then all other levels are numbered. Confusing — yes, but unless your child is at the very beginning of reading, look for a number).

Your child’s score on the assessment is based on how well they perform against grade-level standards. The DRA looks at your child’s reading ability in three areas.

Reading fluency
Reading accuracy
Reading comprehension

Like GRL, the different grade levels contain several DRA levels. For example, second grade includes DRA levels 18 to 28. Once your child’s reading level is determined, they will be paired with leveled books to help them progress and improve.

Lexile measurement

The Lexile framework for reading is a measurement system that includes two different measures — both a student assessment and a system for measuring book levels. Your child’s Lexile reading measure is determined from a school or state-wide test that checks for reading comprehension.

A Lexile reader measurement can fall between BR for beginning readers (which is below 0L), to above 2000L. Your child’s reading level can then be paired with books using their Lexile text measurement.

Over one million books, websites and other texts have received a Lexile text measure. Lexile recommends choosing books or texts for your child that fall between 100L below to 50L above their reading measure. This is deemed your child’s reading comprehension sweet spot.

Don’t know where your child falls? Talk to their teacher to see if their school uses the Lexile assessment. If so, they can provide you with your child’s most current measure.

The Lexile framework is great for pairing more advanced readers with books that are still age-appropriate. If your child is reading above their level in the third grade, you don’t necessarily want them reading books with themes meant for seventh graders. Ask their teacher or use the Lexile website to discover age-appropriate books that will still hold their interest.

Accelerated Reader (AR) Levels

Your child’s Accelerated Reader (or AR) level is determined from a computerized test. After reading a book of their choosing, your child takes an online test on the book to measure their reading comprehension and earn points.

Based on the test score, your child’s teacher or librarian can help recommend more books to match your child’s level. If they struggled with their last book, easier options will be given. If they had zero trouble understanding the book, they’ll be encouraged to choose more difficult texts moving forward.

The AR reading levels fall on a numeric scale that closely correspond with expected grade levels. A second grader in the fourth month of the school year will, on average, be reading books at level 2.4. A fourth grader in the first month of the year will average level 4.1, and so on.

Reading level correlation chart

We’ve discussed several different reading measures, but how do they correspond with expected grade levels? And how does each measure relate to the others?

Use this handy chart from Reading A-Z to see how your child’s reading level fits into the different systems. Or check out the one below from Traci Clausen.

Reading level FAQs

1. How can I find level-appropriate books for my child?

First, ask their teacher or the school’s librarian for recommendations. They know your child’s interest and reading ability better than any computer resource. They will also be up to date on children’s books, including what is on level but also age-appropriate for your child.

There are some great resources online for finding leveled readers your child will love:

Find the right books that match your child’s Lexile measure.
Check out the Accelerated Reader Book Finder if your child uses Accelerated Reading.
Use the Scholastic Book Wizard to discover a book’s level or to find leveled recommendations.

2. How can I help my child improve their reading?

The short answer — encourage them to keep reading, whether they’re using books or online programs.

The more exposure they have to books, the better. Just be sure to choose book topics that lineup with their interests. Does your second grader love dragons? Try a simple fantasy chapter book. Does your fourth grader adore lemurs? Look for children’s non-fiction books about the creatures of Madagascar. If it’s something they’re interested in, they’ll be excited to read and learn.

If it’s a struggle to get your child to pick up a book, don’t stress! There’s reading to be found everywhere. Instead of arguing over reading time, invite your child to play an online game. Role-playing games (and even those online mini-games) require a good amount of reading. Or choose educational language arts games like Prodigy English. Games keep learning fun, and when your child loves learning and reading, they’ll be set for life!

3. What should I do if my child is struggling with reading?

First off, take a deep breath. There is so much pressure on both kids and parents to be reading earlier and earlier. It’s okay if your kindergartener isn’t reading yet. If your third grader is reading at a second grade level, they’ll catch up. Your primary role as a parent is to encourage them to keep trying, and keep their confidence and joy of reading top of mind.

To help encourage young or struggling readers, match them with books they are excited to read. Take them to your local library and let them choose the books that call to them.

If a book is beyond their level, but they just have to have it, let them enjoy it. It may be just the challenge they need, or they may simply enjoy the pictures. If it’s too tricky, let them know that you’re available to help. Your child is never too old to enjoy a read-aloud.

And don’t forget the reading that happens every day. Have them help you read the recipe for tonight’s dinner. Or ask them to show you their newest video game. Listen as they explain the characters and stories. Reading comprehension presents itself in a variety of ways outside of books and standardized testing.

Above all, remember your child is learning so much more than their reading level score can show. Reading levels can be a great tool, but they are not the only measure of your child’s reading ability. Follow your child’s lead, take the pressure off and watch them grow into reading in their own way.

Reading games and activities can help supplement coursework

Reading can be so much fun! It’s too easy to get caught up in grade levels, whether your child is “ahead” or “behind”. All of this can make us lose track of the magic a good story holds.

Bring some of that magic back with fun reading games and activities your kids will love. There are so many ways to read, explore and learn together.

Explore a fun, game-based learning adventure with Prodigy English. While kids play, they'll explore a world of their very own, gathering resources and earning rewards. Every skill-building question they answer gives them more energy to get creative and keep learning!

Accelerated Reader Levels Color Chart

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Here’s a list of Accelerated Reader levels by color. Find AR books according to your child’s reading level and purchase them for less here too!

Here’s an explanation of Accelerated Reader levels by color. It’s a great way they rank books according to a child’s reading level and comprehension, but better when YOU understand what they mean. (originally published 10/15, affiliate links present)

Our school, as well as many others around, use a reading program called Accelerated Reader (AR we call it). I have three children and once they hit the second grade they were tested.

Then they were assigned a color according to their reading level, and chose books in that color (colors typically shown with a sticker on the spine as you see here).

What is book level in Accelerated Reader?

Reading Levels Explained

Once they are done with their book they can take tests on the computer that test their comprehension of the book and if they pass they earn points, they love that!

Well as a parent when your first child comes home and says “I’m a yellow reader,” you aren’t quite sure what that means.

Yes there are AR reading levels and each is associated with a book color.

After some time you learn a bit about AR, but being as though it is a school program it is hard to know what books you should be buying for your child to read at home (that was my question anyway).

There is more extensive information about the AR program here if you want to go into depth. I was curious to find books in my children’s levels so…….I went searching.

Here is a free printable ar reading levels sheet you can keep handy too.

Accelerated Reading Levels Chart

If you are curious, and haven’t seen an ar reading level color chart is shown above. The number correlates to the level reader they are. F

or example, my daughter is in the first grade yet she is a “yellow reader”, meaning she is reading at a 2.6-3.0 grade level (second grade in the 6th month of school to 3rd grade reading level).

Most children don’t participate in Accelerated Reading until the second grade so if yours are in Kinder or first you may not have encountered this yet but you will and you can keep this as a resource for yourself next year.

What do the AR reading levels mean?

Every book that has an AR reading quiz is given a point value. Points are based on the difficulty of the book, and length (number of words). AR points are ways of measuring how much reading practice children are getting.

How do I find the AR level of a book?

There are a few websites and APPs you can use.

Lexile can help match readers with texts
Accelerated Reading APPs
- Levelit and Literacy Leveler
- Level It Books can organize, level, and track books too

AR Reading

Teachers usually have libraries in their classrooms with rows upon rows of books with different colors so there are great choices for each leveled reader.

Each series is typically the same level. Such as, most Junie B. Jones books are in the yellow level (yes, I hear about this curious girl every day!), but some are not such as some of the Magic Treehouse books you see here.

Some are in the yellow category and some are in the pink level (slightly different).

Here are some popular chapter book series in each level. Great for Christmas presents and stocking stuffers.

It’s always fun to get a new book and finding one in their reading level is best so they aren’t frustrated or choosing something that is below their ability.

Click on the box / book in the intended level to search books in that color and purchase.

I hope this helps in your quest to find and understand AR reading levels or Accelerated Reader levels by color.

Then you can purchase appropriate books for your child. Starting at the correct level is important for them to feel successful. Slowly, have them work toward the higher levels as time and they progress.

To make reading really fun create a reading nook at home. They’ll love it.

Accelerated Reader Levels by Color

Light Blue Level .1-1.5

Find Books here

Light Blue Books Click on picture to search and purchase

Light Green 1. 6-2.0

AR books here

Light Green Click here to purchase

Bright Orange 2.1-2.5

Accelerated reader books here

Bright Orange
Click here to purchase

Yellow 2.6-3.0

Books here

Yellow
Click to purchase (almost all in this series are yellow)

Pink 3.1-3.5

Magic Treehouse Books here

Pink
Click to purchase (most Magic Treehouse books qualify for the pink level)

Red 3.6-4.0

A to Z Mysteries Books here

Red
Click to purchase (most of the books in this series are in the pink range)

Orange 4.1-4.5

Books here

Orange
Click here to purchase (American girl is a series of books for this level)

Dark Blue 4.6-5.0

Books here

Dark Blue
Click here to purchase

Dark Green 5.1-6.9

Books here

Dark Green
Click here to purchase

Black 7. 0+

Books here

Black
Click here to purchase

You can search for more selections here on arbookfind.com and there is another resource here with lists of books at each level,.

Scroll down to search a new level. Montclair Public Schools have also put together a LONG list of books in each level and color for you to refer to here.

If you are looking for even more ideas for your child in each accelerated reading level.

Want to see a few of my favorite things that I am totally obsessed with?? Take a peek and see how many you might already have…twinsies!

Looking for more easy family recipes and tips? LIKE The Typical Mom Facebook page?

Then sign up for my free newsletter, and follow me on Pinterest! 😉

***** If you LOVED this recipe give it 5 Stars below and let everyone know what you thought about it. 😉

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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.

standards for grades and quarters

Reading is a key skill that opens the gate to the land of knowledge for a child. Thanks to this skill, children learn about the phenomena and events of the world around them, get acquainted with the characters and actions of people, meet new problems and ideas. This skill helps them to broaden their horizons and ideas about the world, develops critical thinking and trains cognitive abilities - attention, imagination, memory. Reading is the foundation for further successful learning.

To understand how well a child develops this skill, it helps to check the reading technique. Reading technique is a multifactorial test that characterizes the development of a skill from different angles. In reading technique, the following are evaluated:

reading speed,

reading method,

reading awareness,

correct reading,

expressiveness of reading.

A difficult reading skill consists of both a technical and a semantic component and is aimed at achieving the main goal - understanding and assimilation of the information read.

Reading technique parameters

Let's consider all the components of reading technique in more detail.

Reading speed is the number of words read in a certain period of time. Often, parents focus on the formation of fluent reading, while the child makes many mistakes, does not understand and does not remember what he read. It is not necessary to force only speed, slower conscious reading and a gradual increase in tempo are better than fast mechanical reading with errors and inaccuracies.

Way of reading — syllabic reading or reading the whole word, smoothly. With the development of the skill, the child has a gradual transition from syllabic reading to smooth reading in whole words.

Correct reading is characterized by the absence of errors and stutters. Inattention, problems of diction lead to inaccurate reading, indistinct articulation and, as a result, to a distortion of meaning. Pay attention to the correct reading - this will be the key to competent writing.

Reading awareness involves reading comprehension, awareness of the idea and meaning of the text, and in the future - this is the ability to catch the subtext, humor, irony, the attitude of the author. Interfering with reading comprehension can be low reading speed, distorted reproduction - guessing words, changing the shape of words, not reading endings.

Reading expressiveness - the use of pauses, finding the right intonation, the correct placement of stress. The expressiveness of reading is inextricably linked with awareness. When understanding what is read, it is easier for the child to observe the necessary pauses, select the correct intonation and place logical stresses.

Reading speed standards for primary school

GEF standards determine the desired reading speed for a child by a certain point in learning, help to understand whether the development of a skill is successful or whether additional attention is required. Standards - indicative values; it is important to take into account the individual psychophysiological characteristics of each child and evaluate the growth of his personal indicators.

Grade 1 reading speed standards

Reading speed standards in grade 2

Reading speed standards in grade 3

Reading speeds in grade 40421 9000 9000
Reading speed should be striving for completion, to final. schools, is reading at the speed of conversational speech, 110-120 words per minute. The human articulatory apparatus has adapted to this speed over time. And most importantly, the reading should be conscious, correct, expressive.

Other parameters of reading technique

Grade 1

At the end of the first half of the year. Reading is smooth syllabic, conscious and correct, with a clear pronunciation of syllables and words.

At the end of the second half of the year. Reading is conscious, correct, simple words are read as a word. Words with a complex syllabic structure can be read syllable by syllable.

Grade 2

At the end of the first half of the year. Reading consciously, correctly, in whole words. Compliance with logical stresses. Compound words can be read syllable by syllable.

At the end of the second half of the year. Reading meaningful, correct, in whole words. With observance of logical stresses, pauses and intonations. Syllabic reading is undesirable.

Grade 3

At the end of the first half of the year. Reading consciously, correctly, in whole words. With observance of pauses and intonations, with the help of which the child expresses an understanding of the meaning of what is being read.

At the end of the second half of the year. Reading consciously, correctly, in whole words. With observance of pauses and intonations, through which the child expresses understanding of the meaning of what is being read.

4th grade

At the end of the first half of the year. Reading consciously, correctly, in whole words. With the help of observed pauses and intonations, the child not only expresses an understanding of the meaning of what is being read, but is able to express his attitude to what he has read.

At the end of the second half of the year. Reading consciously, correctly, in whole words. With observance of pauses and intonations, through which the child expresses an understanding of the meaning of what is read, and his attitude to the content of what is read.

How can I test my child's reading skills on my own?

Have your child see how well they read already. Children usually love to know how many centimeters they have grown, and they may also be interested in knowing their progress in reading. Warn about the upcoming test and ask the child to read quickly.

The control of reading technique in sensitive children who, due to their temperament, can hardly tolerate various tests, can be carried out imperceptibly or in the form of a game. Do not create unnecessary excitement around the upcoming test, do not arrange a test in the form of an exam. If the child is worried, stutters, transfer control to another time.

Verification process:

Prepare a clock with a second hand or use the stopwatch on your phone, and choose the appropriate text.

Ask the child to take a seat.

Show him the text and ask him to read it aloud.

Track the time from the moment your child starts reading. Not all children are able to immediately start reading on command, which leads to inaccurate results.

Usually, one minute is noted for checking, but some experts recommend taking 2 minutes for monitoring, since not all children are equally quickly included in the work. Divide the result obtained in 2 minutes in half.

Do not correct or interrupt while reading. It is better to discuss the mistakes made after the child has finished reading.

Assess the speed, correctness, awareness and expressiveness of reading.

Retest and compare results. Reading technique may differ depending on the child's fatigue, health status and mood.

Which text is suitable for verification?

For this purpose, both artistic and popular science texts, appropriate for the age of the child, are suitable. The text should be unfamiliar, but understandable to the child, have educational and educational value. The texts of V. Bianchi, L. Tolstoy, N. Nosov, B. Zhitkov, K. Ushinsky, V. Dragunsky are suitable. The text for verification can be found in special manuals or in a textbook on the Russian language and literature.

You should find the text that is located on the spread of the book so that the child does not have to waste time turning pages. Choose text without an abundance of punctuation marks and distracting illustrations. It is not desirable that the passage contains common complex sentences and dialogues. The font must be large enough and legible. The text should not have a technical focus and contain terms incomprehensible to the child.

Test score

Speed score

Count how many words the child read in one minute. When counting words, pay attention:

prepositions, conjunctions, particles of 1-2 letters are counted as one word;

when wrapping, the word is counted as 2 words;

if the word is written with a hyphen, look at how many letters are on both sides of the hyphen: if there are more than three, we count it as 2 words, for example, "long, long", if less than three, for example, "somehow", - as one .

Compare your score with the recommended range and your child's previous performance.

Comprehension score

Determine how well the child understood what they read. If the student reads slowly and has read only a couple of sentences, let him read the passage to the end. Ask your child a few questions about the text. Ask what or who he read about. Ask the child to identify the main idea of what they read and retell the text.

For a deeper check of the meaning of the reading and learning, use special teaching kits.

Correctness assessment

Pay attention to whether the child reads what is written correctly, whether he pronounces words clearly, whether there are hesitations and corrections, whether he alters words, whether he changes endings, whether he places stresses correctly. Discuss the mistakes with the student.

Evaluation of expressiveness

To assess the expressiveness of reading, the child is offered a familiar text. Listen to whether the child observes pauses and other punctuation marks, whether he changes intonation, whether he highlights the main idea.

Improving reading technique

Poor results in reading technique are not a reason to be upset, but only a signal that additional efforts need to be made to improve the skill. You can work with the child on your own or contact a specialist who will analyze the weak points and select the appropriate exercises. Conduct additional activities with the child in the mode of "sparing reading" without pressure. It is more important to observe the regularity and frequency of classes: 10-20 minutes daily.

How to motivate a child to read:

Reward for diligence with stickers, stars.

Mark progress visually - create a success board so your child can visually see their progress

Conduct activities in the form of a game, such as "going to the library" or "reading to your favorite toys."

Choose books and texts that are interesting for your child.

Let the child read to pets, they are grateful and accepting listeners. Reading to them, the child is not afraid to make a mistake, he relaxes and overcomes the fear of failure.

Have a reading competition between peers and siblings.

To improve the speed of reading will help:

Reading by syllabic tables.

Multiple reading. Read the same text several times, increasing the pace. From the second time the child will be able to read faster.

"Tug". An adult leads a finger along the line, setting the pace. The child tries to read at a given pace.

Tops and roots. The child reads the words, covering the upper or lower half of the letters with a ruler.

Reading in a book turned upside down.

Lightning. Alternating reading at a comfortable pace with reading at the highest possible speed for 20 seconds on the command "Lightning!".

"Sprint". Reading speed competition between classmates.

Work on expanding the field of view according to Schulte tables.

Reading with a window to eliminate "regression" - recurrent eye movements that lead to repeated reading.

For correct reading:

Work on clear diction, do articulatory gymnastics.

Read tongue twisters and tongue twisters.

Invite the child to correct the deformed sentences: "The weather is good on the street."

"Imaginary word". When reading, the wrong word is pronounced, the child must correct it.

Reading comprehension

“Reading in a wave”. First, the child reads aloud, then retells what he read.

Drawing up a plan for reading.

The student reads to himself at a comfortable pace, tells what he understood and felt, what he thought about

Discuss unfamiliar words and expressions.

Invite the child to draw a picture of the passage they read.

Ask them to tell you what they liked about the text, what they remember.
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