Reduce repetitions and restarts while reading aloud
When to use this goal
For students whose accuracy is fine but whose reading is full of repeated words and restarted sentences, which drags rate down and tires listeners. Base the choice on counting repetitions on a running record; it is a different problem from inaccuracy and needs a different measure.
- Baseline
- Tally every repeated word or phrase and every sentence restart on three passages; do not count self-corrections of errors, which are a different and useful behavior. Note where repetitions cluster (before hard words, at line breaks). Record accuracy alongside so smoothness is not gained by guessing.
- Tips
- Covering text already read stops the habit of looking back. Preview reading reduces repetitions caused by unfamiliar words. Count self-corrections separately and keep encouraging them; the goal targets habitual repetition, not fixing errors.
- Limits
- Separating a repetition from a self-correction takes a clear rule. Some repetition is normal in beginning readers; use the goal only when it is well above what peers do. Does not measure rate or expression.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID rd-flu-015.
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Goal
By the annual IEP review date, during oral reading of an unpracticed 100-word passage at the student's instructional level, the student will reduce repeating a word or restarting a sentence to no more than 3 times per 100-word passage, in 3 of 4 consecutive weekly probes, as measured by frequency recording collected weekly.
Baseline: 9 times per 100-word passage.
- Condition
- Observable behavior
- Criterion
- Measurement method
Measurability check11 of 11 met
Met: Observable behavior. Stated as an action.
Met: Condition. Stated.
Met: Unit fits the behavior. Frequency fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Frequency (event) recording gives frequency data.
Met: Review timeframe. Stated.
Met: Baseline and target compatible. Same unit, change in the right direction.
Met: Aligned with area of need. Still about Reading Fluency.
Met: Level of support. Defined.
Met: Blanks filled in. Nothing left to fill in.
Checks structure and wording only. Whether the goal fits the student is the team's call.
Short-term objectives (optional)
When are objectives required?Required for students on alternate assessments (34 CFR §300.320(a)(2)(ii)); some states require them for everyone.
Paste into your IEP system
Most district systems have a separate box for each part of a goal. Copy them one at a time, or all at once as labeled text.
- Area of need
- Reading - Reading Fluency
- Baseline
- 9 times per 100-word passage.
- Annual goal325 characters
- By the annual IEP review date, during oral reading of an unpracticed 100-word passage at the student's instructional level, the student will reduce repeating a word or restarting a sentence to no more than 3 times per 100-word passage, in 3 of 4 consecutive weekly probes, as measured by frequency recording collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During oral reading of an unpracticed 100-word passage at the student's instructional level
- Behavior
- The student will reduce repeating a word or restarting a sentence
- Criteria
- No more than 3 times per 100-word passage, in 3 of 4 consecutive weekly probes
- Evaluation method
- Frequency recording
- Schedule
- Weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Frequency & rate tracker. Records the count and the observation length.
Frequency & rate tracker
Frequency- Student label:
- Target:
- no more than 3 times per 100-word passage
- Mastery rule:
- in 3 of 4 consecutive weekly probes
- Collection schedule:
- weekly
- Method:
- Frequency (event) recording
- Data collector:
Goal: By the annual IEP review date, during oral reading of an unpracticed 100-word passage at the student's instructional level, the student will reduce repeating a word or restarting a sentence to no more than 3 times per 100-word passage, in 3 of 4 consecutive weekly probes, as measured by frequency recording collected weekly.
| Date | Observation period (start–end) | Minutes observed | Activity / context | Count (tally) | Rate per minutecount ÷ minutes (only if periods vary) | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Count each occurrence of the defined behavior per 100-word passage.
- Keep the observation length the same each session. If it varies, compare rate per minute, not raw counts.
- Write the behavior definition at the top of the sheet so all data collectors count the same thing.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.