When creating an Individualized Education Program (IEP) for a student with reading difficulties, it is important to set specific and measurable goals to track their progress. These goals should be tailored to the student’s needs and abilities, and should address areas of weakness in reading comprehension, fluency, phonics, and vocabulary. The following are some sample IEP goals for reading that can be used as a guide for educators and parents.
1. By the end of the school year, the student will improve their reading fluency by reading aloud at a rate of 100 words per minute with 95% accuracy, as measured by teacher-recorded assessments.
2. The student will demonstrate improved reading comprehension skills by accurately answering at least 80% of questions related to a grade-level text, as measured by weekly reading quizzes.
3. The student will increase their knowledge of phonics rules and strategies by correctly decoding and spelling grade-appropriate words with 90% accuracy, as measured by teacher observations and assessments.
4. The student will expand their vocabulary by correctly defining and using at least 20 new words in context each month, as measured by vocabulary quizzes and written assignments.
5. The student will improve their reading stamina and focus by independently reading for at least 20 minutes without distractions, as monitored by the teacher during silent reading time.
These sample IEP goals for reading are just a starting point and can be customized to meet the specific needs of each individual student. It is important for educators, parents, and the student to work together to set realistic and achievable goals that will help improve their reading skills and overall academic success.
In conclusion, setting clear and measurable IEP goals for reading is essential for monitoring a student’s progress and providing targeted intervention and support. By working together and tracking the student’s growth, educators and parents can help ensure that the student reaches their full potential in reading and beyond.