IEP goals for dyslexia: 20 examples by reading skill
By the IEP Atlas editorial teamLast updated
Short answer
IEP goals for dyslexia should target the specific reading skill that is breaking down, such as phoneme manipulation, decoding a syllable type, reading rate or spelling, and measure it with timed probes or word lists. For example: given 20 unfamiliar two-syllable closed words, the student will read 18 correctly on 3 consecutive weekly probes, from a baseline of 7.
Dyslexia is a difficulty with accurate or fluent word reading and spelling, rooted in how the brain processes the sounds of language.[4] Comprehension and vocabulary are often strong. That pattern shapes the goals: most target the word level, where the breakdown is, and leave room for access supports so the student keeps learning content.
The 20 goals below are grouped by skill, from sounds to spelling. Each names the condition, the behavior, the criterion and the measurement, with an illustrative baseline. Each section ends with a weak goal and a measurable rewrite. The numbers show the format; set real targets from the student's own data.
Choose the goal from the student's profile
| Student profile from the evaluation | Sub-skill to target | Measurement | Library page |
|---|---|---|---|
| Cannot segment or manipulate sounds in spoken words | Phonemic awareness | Percent correct on oral items; timed segmenting | Phonological awareness goals |
| Knows letter sounds but cannot blend or decode patterns | Phonics and decoding | Words correct on pattern lists; nonsense words | Phonics and decoding goals |
| Decodes slowly; irregular words are not automatic | Word reading fluency | Words correct per minute on lists | Sight word goals |
| Reads accurately but far too slowly in text | Oral reading fluency | Words correct per minute and accuracy | Reading fluency goals |
| Spells phonetically; cannot hold patterns | Spelling | Correct letter sequences; words correct | Spelling goals |
| Strong understanding, but print blocks content learning | Access and comprehension | Questions correct with audio support | Reading comprehension goals |
Use the lowest skill that is breaking down as the main target. A student who cannot segment sounds will not make much progress on vowel teams yet. Explicit teaching of phonemic awareness, letter sounds and decoding is among the recommendations in the federal practice guide for kindergarten through grade 3.[1]
Phonemic awareness goals
| # | Goal | Baseline | How to measure |
|---|---|---|---|
| 1 | Given 1 minute and spoken words of 3 to 5 sounds, the student will say each sound separately, producing 40 correct sounds, median of 3 weekly probes (template) | 18 correct sounds | Timed oral probe, weekly |
| 2 | Given 10 spoken words, the student will delete or substitute a named sound and say the new word, 9 of 10 correct on 3 consecutive probes (template) | 3 of 10 | Percent correct, weekly |
| 3 | Given a chain of 10 spoken words that change by one sound, the student will name the sound that changed and its position, 8 of 10 correct on 2 consecutive probes (template) | 4 of 10 | Percent correct, biweekly |
Weak: "Student will improve phonological awareness."
Measurable: goal 2. It names the task (deleting and substituting sounds), the number of items and the criterion. For grades 3 and up, keep phonemic awareness work brief and connect it to print as soon as possible.
Phonics and decoding goals
| # | Goal | Baseline | How to measure |
|---|---|---|---|
| 4 | Given a 1-minute letter-sound probe, the student will say 60 correct letter sounds, median of 3 weekly probes (template) | 34 correct sounds | Timed probe, weekly |
| 5 | Given 20 unfamiliar closed-syllable and silent-e words, the student will read 18 correctly on 3 consecutive weekly probes (template) | 7 of 20 | Word list, weekly |
| 6 | Given a 1-minute list of vowel-team and r-controlled words, the student will read 35 words correctly with no more than 3 errors, median of 3 probes (template) | 14 words correct | Timed list, weekly |
| 7 | Given a 1-minute nonsense word probe, the student will read 50 correct letter sounds, with 20 whole words read as units, median of 3 probes (template) | 22 correct sounds; 3 whole words | Timed probe, weekly |
| 8 | Given 20 multisyllabic words from grade-level text, the student will divide each by syllable type and read 16 correctly on 3 consecutive biweekly probes (template) | 5 of 20 | Word list, biweekly |
Weak: "Student will decode grade-level words."
Measurable: goal 5. It names the pattern taught, uses unfamiliar words so the probe measures decoding rather than memory, and gives a clear criterion. Nonsense words (goal 7) are useful because the student cannot have memorized them.
Word reading fluency goals
| # | Goal | Baseline | How to measure |
|---|---|---|---|
| 9 | Given 20 taught irregular high-frequency words, the student will read each and point to the irregular part, 19 of 20 correct on 3 consecutive probes (template) | 9 of 20 | Word list, weekly |
| 10 | Given a 1-minute list of irregular words from grades 3 to 5, the student will read 45 words correctly, median of 3 weekly probes (template) | 21 words correct | Timed list, weekly |
| 11 | Given a 1-minute list of two-syllable words with taught patterns, the student will read 30 words correctly, median of 3 probes (template) | 12 words correct | Timed list, weekly |
Weak: "Student will learn 100 sight words."
Measurable: goal 10. A timed list shows automaticity, not only accuracy. Words become automatic through orthographic mapping, which is why goal 9 asks the student to name the irregular part.
Oral reading fluency goals
| # | Goal | Baseline | How to measure |
|---|---|---|---|
| 12 | Given unpracticed grade 4 passages, the student will read 90 words correct per minute, median of 3 passages, on 2 consecutive monthly checks (template) | 56 words correct per minute | Oral reading fluency, weekly |
| 13 | Given unpracticed instructional-level passages, the student will read with 97% accuracy on 4 of 5 weekly probes (template) | 89% accuracy | Accuracy, weekly |
| 14 | Given a repeated-reading routine with a grade-level passage, the student will reach the goal rate within 4 readings on 4 of 5 sessions (template) | Reaches goal rate on 1 of 5 | Session log, weekly |
Weak: "Student will read at grade level."
Measurable: goal 12. Words correct per minute on unpracticed passages is a standard oral reading fluency measure. Report accuracy too: a student who reads faster but less accurately has not improved. The reading fluency data sheet records both on one page.
Spelling goals
| # | Goal | Baseline | How to measure |
|---|---|---|---|
| 15 | Given 15 dictated words with silent-e, vowel-team and r-controlled patterns, the student will spell 13 correctly on 3 consecutive weekly probes (template) | 5 of 15 | Dictation, weekly |
| 16 | Given a 2-minute dictated spelling probe, the student will write 55 correct letter sequences, median of 3 probes (template) | 28 correct letter sequences | Timed dictation, biweekly |
| 17 | In 3 self-composed writing samples per month, the student will spell 90% of taught-pattern words correctly (template) | 60% of taught-pattern words | Writing samples, monthly |
Weak: "Student will spell grade-level words."
Measurable: goal 16. Correct letter sequences give credit for partly right spellings, so small gains show up on the graph.
Access and comprehension goals
| # | Goal | Baseline | How to measure |
|---|---|---|---|
| 18 | Given grade-level science or social studies text read aloud, the student will answer 4 of 5 literal and inferential questions correctly on 3 consecutive biweekly probes (template) | 3 of 5 | Question probe, biweekly |
| 19 | Given an assigned reading, the student will open it in text-to-speech, set the reading speed and complete the reading independently on 4 of 5 assignments (template) | 1 of 5 without help | Checklist, weekly |
| 20 | Using speech-to-text, the student will compose a paragraph and correct at least 3 recognition errors, scoring 9 of 12 on the paragraph rubric on 3 consecutive monthly samples (template) | 5 of 12 | Rubric, monthly |
Weak: "Student will use assistive technology."
Measurable: goal 19. It says which tool, which task and what independent use looks like. Access goals keep the student learning grade-level content while decoding catches up.
How to measure progress on dyslexia goals
Most dyslexia goals use short timed probes, given weekly under the same conditions. Repeated, brief measures like these let the team see within 6 to 8 weeks whether instruction is working.[3]
- Words correct per minute for word lists and passages. Use unpracticed material each time.
- Percent correct for untimed pattern lists and phonemic awareness items, with the denominator stated.
- Correct letter sequences for spelling.
- Rubric points for writing done with speech-to-text.
Graph every probe. If 4 to 6 points in a row fall below the goal line, change the instruction, not the goal. Use the accuracy data sheet for untimed word lists.
Short-term objectives for dyslexia goals
Break decoding goals by pattern: closed syllables first, then silent-e, then vowel teams, each with its own criterion. Break fluency goals by rate: for goal 12, 65 words correct per minute by the first grading period, 75 by the second, and 90 by the end of the year. The guide on short-term objectives covers when objectives are required.
Adapting dyslexia goals by grade
| Grade band | Typical focus | Notes |
|---|---|---|
| K-2 | Phonemic awareness, letter sounds, CVC and closed-syllable decoding | Use nonsense words and short timed probes |
| 3-5 | Vowel teams, multisyllabic words, fluency in text, spelling patterns | Add audio access for content reading |
| 6-8 | Multisyllabic and morphology, fluency in content text, assistive technology | Keep decoding goals if word reading is still weak |
| 9-12 | Morphology, content vocabulary, independent use of technology, self-advocacy | See the high school page for full examples |
For older students, the IEP goals for high school students with dyslexia page has 12 goals built for content classes and transition. For students in grades 4 to 9, intervention that targets multisyllabic word reading and builds fluency is a recommended practice.[2]
Before you finalize
Check that every goal traces back to a number in present levels. Then paste each draft into the goal checker. The dyslexia goal hub lists every template tagged for dyslexia, and the dyslexia accommodations page covers access supports for the same student. For eligibility and how dyslexia fits in the specific learning disability category, see the cluster guide on specific learning disability IEPs.
Frequently asked questions
What is a good IEP goal for a child with dyslexia?
One that targets the reading skill that is actually breaking down, such as decoding a syllable type or reading rate in unpracticed text, with a baseline and a clear criterion. Words correct per minute and percent correct on pattern lists are the usual measures.
Should an IEP say dyslexia?
It can. Nothing in federal special education law stops a team from using the word dyslexia in an evaluation, eligibility decision or IEP. Naming it can help teachers choose the right instruction. Some states encourage or require it.
How many reading goals should a student with dyslexia have?
Usually 2 to 4: one or two at the word level (decoding or word reading), one for fluency or spelling, and sometimes one for access through technology. More than that is hard to teach and measure in one year.
Are nonsense words a good way to measure decoding?
Yes, for most students. Because the student cannot have memorized a made-up word, a correct reading shows real decoding. Pair it with real-word lists, so the student also sees progress on words that matter in class.
Use it in IEP Atlas
- IEP goals for dyslexia
- Dyslexia in the IEP glossary
- Phonics and decoding goal examples
- Oral reading fluency measurement guide
- Reading fluency data sheet
- IEP goal checker
Related guides
- IEPs for specific learning disabilities and ADHD: goals, supports, eligibility
- IEP goals for high school students with dyslexia
- Dyslexia accommodations in the classroom and on tests
- How to collect baseline data for an IEP goal
- IEP for dyslexia: an example and what to ask for
- Does dyslexia qualify for an IEP?
Sources
- Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade, What Works Clearinghouse, Institute of Education Sciences
- Providing Reading Interventions for Students in Grades 4–9, What Works Clearinghouse, Institute of Education Sciences
- Progress Monitoring: Data & Goal Setting, National Center on Intensive Intervention
- Definition of Dyslexia, International Dyslexia Association
Written and checked by the IEP Atlas editorial team under our editorial policy. This guide describes general practice and federal rules. It is not legal advice; your state may add requirements, and the IEP team makes the decisions for each student.