[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-504748-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-504748-en":131},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","speed-and-fluency-reading-texts-of-less-than-100-words","Speed and Fluency Reading - Texts of less than 100 words","","Guidance for developing pupils’ reading speed, fluency, intonation, and comprehension using short texts (under 100 words early on, and mostly under 250 words on the cards for older readers). It describes a structured multi-day routine, including supported first reading with text-to-voice, corrective feedback during reading, timed re-reading with mistake counting, and tracking progress on charts using WCPM and AWI. It also provides monitoring methods, an expression checklist, and a detailed evaluation rubric.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/exam/","Exam",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/speed-and-fluency-reading-texts-of-less-than-100-words/504748/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/speed-and-fluency-reading-texts-of-less-than-100-words/504748.png","ImageObject",300,407,{"name":42,"@type":43},"Aditya","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-06","2026-10-04",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",12,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"How should pupils be supported during the first reading of the text?","Question",{"text":63,"@type":64},"Support the first reading using text-to-voice software, paired reading, choral reading, or echo reading. Discuss difficult vocabulary before or during the support step.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How are speed and mistakes measured across readings?",{"text":68,"@type":64},"Time the reading and count mistakes during the third reading. Record time and the number of mistakes on the chart, then aim for reduced time and fewer mistakes with subsequent readings.",{"name":70,"@type":61,"acceptedAnswer":71},"What do WCPM and AWI mean and how are they calculated?",{"text":72,"@type":64},"WCPM is words correct per minute, calculated as (number of words minus mistakes) divided by time taken. AWI stands for average weekly improvement and is tracked alongside recorded measures on the monitoring chart.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},504748,1791340845,{"code":4,"msg":82,"data":83},"success",[84,88,92,95,100,105,110,115,120,123,127],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":93,"slug":94},70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":112,"show_sort_weight":113,"slug":114},8,"Research & Report",30,"research-report",{"id":116,"doc_module":4,"doc_module_name":25,"category_name":117,"show_sort_weight":118,"slug":119},9,"Religion & Spirituality",20,"religion-spirituality",{"id":118,"doc_module":4,"doc_module_name":25,"category_name":121,"show_sort_weight":118,"slug":122},"World Cup","world-cup",{"id":124,"doc_module":4,"doc_module_name":25,"category_name":125,"show_sort_weight":124,"slug":126},10,"Lifestyle","lifestyle",{"id":128,"doc_module":4,"doc_module_name":25,"category_name":129,"show_sort_weight":96,"slug":130},19,"General","general",{"code":4,"msg":82,"data":132},{"doc_id":79,"user_id":133,"nickname":42,"user_avatar":134,"doc_module":4,"category_id":33,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":128,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145,"preview_page_count":4},962085564549,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Speed and fluency reading Texts of less than 100 words  \nIn the early stages when reading books are shorter, it is easier to ask pupils to read and re-read the same book several times. This is important for developing speed, fluency and intonation when reading.  \nThese are essential skills for comprehension. Unless a person is reading at around 100+ words per minute, it is going to be difficult for them to retain the words read in a sentence long enough to understand the meaning of the sentence.  \nWe do not need to get hung up on words per minute counts because other factors also come into the mix. But it is important to give our developing readers the opportunity to practice their reading to skills to a level of fluency that helps them to read with ease, expression and thus understanding.  \nThese cards are designed for older readers who need that practice, but are reading longer books where reading and re-reading is not appropriate. Or for older pupils, who find re-reading books cumbersome.  \nThe texts used on these cards are mostly less than 250 words. There is a chart atthe bottom to help the pupils to record their own progress so they can see their own improvement and achievements.  \nThe reader must read to another person who will keep time and check the accuracy of the reading.  \nInitial introduction to text could be carried out using text to speech software such as:  \nNatural Readers Online  \nPossible Structure  \nDay One  \n1. Support the pupil through the first reading of the text. This could be done through text to voice software, paired reading, choral reading, echo reading. Discuss any difficult vocabulary.  \n2. Listen to the pupil as they read the text, correcting where they cannot selfcorrect by showing how you know what the word says. If the reader falters ata word, give four seconds processing time before showing how to decode the word.  \n3. Time and count mistakes during the third reading.  \n4. Enter the time and number of mistakes on the chart for day one.  \n5. Ask the pupil to think of one good question about the text. Write it down to ask the pupil on the next day.  \n6. Aske the pupil to choose one sentence from the text. Ask them to read it repeatedly until they can remember ti without seeing it. Using Clicker 6, ask the pupil to write the sentences. They should then check with the text for accuracy.  \nDays Two – Five  \nRepeat steps 3-6. Point out the progress made each day.  \nMonitoring  \nRegular monitoring creates a picture of a child’s progress through speed and fluency. Calculate the WCPM during the first reading of a new text. This will give amore accurate picture of progress.  \nEach day, it is useful to record the time taken and the number of mistakes. It is hoped that with each subsequent reading the time take will decrease and so will the mistakes made.  \nRecording these numbers sets the pupil a challenge and gives evidence of progress.  \nReading with Expression  \nI pay attention to punctuation.  \nI read the words correctly.  \nI read the words   \nnot too quickly or too slowly.  \nI read with feeling. I vary my  \nvoice and don’t sound like a robot!  \nFluency Evaluation Check List  \nPupil’s Name: Date of assessment: DOB:  \nAssessors name:  \n\n|  | Stage 1 | Stage 2 |  | Stage 3 |  |\n| --- | --- | --- | --- | --- | --- |\n| Speed | The reader was too slow and words disjointed. | Reader was slow but the sentences flowed fairly |  | Reading was fast paced and the sentences flowed\u003Cbr>smoothly.  |  |\n|  |  | smoothly. |  |  |  |\n| Accuracy | Many of the words were read incorrectly. Little attempt was made to selfcorrect. | Several of the words were read incorrectly and some attempt was made to selfcorrect. |  | All or nearly all of the words were read correctly and those that were incorrect were quickly\u003Cbr>corrected.  |  |\n|  |  |  |  |  |  |\n| Expression | The reading was monotone and the punctuation was ignored. | The reader showed some good expression but may have missed the direction |  | The reader used go","cbCaiejjSbHlmyGV","https://ap.wps.com/l/cbCaiejjSbHlmyGV","pdf",868104,"English","# Initial preparation and text-to-speech\n## Possible structure\n# Day One\n## Steps 1-6\n# Days Two–Five\n## Repeat steps and review progress\n# Monitoring and recording\n## WCPM and AWI\n# Reading with expression\n## Fluency evaluation check list\n# Fluency evaluation rubric","[{\"question\":\"How should pupils be supported during the first reading of the text?\",\"answer\":\"Support the first reading using text-to-voice software, paired reading, choral reading, or echo reading. Discuss difficult vocabulary before or during the support step.\"},{\"question\":\"How are speed and mistakes measured across readings?\",\"answer\":\"Time the reading and count mistakes during the third reading. Record time and the number of mistakes on the chart, then aim for reduced time and fewer mistakes with subsequent readings.\"},{\"question\":\"What do WCPM and AWI mean and how are they calculated?\",\"answer\":\"WCPM is words correct per minute, calculated as (number of words minus mistakes) divided by time taken. AWI stands for average weekly improvement and is tracked alongside recorded measures on the monitoring chart.\"}]","Speed and Fluency Reading - Texts of less than 100 words | PDF",1791074537,48]