Reading IEP goals for Childhood Apraxia of Speech
15 reading templates across 7 skills: phonological awareness, letter names & sounds, print concepts & early literacy, phonics & decoding, sight word recognition, vocabulary, reading comprehension. Each opens in the builder with a matching data sheet.
15 templates · 7 skills · Pre-K, K–2, 3–5, 6–8, 9–12 · How we write and review goals
Goals by skill
Numbers are illustrative; set targets from the student's own baseline.
Phonological Awareness Reading
Tell whether two spoken words are the same or different (phonological awareness)
Auditory discrimination
By the annual IEP review date, given 10 pairs of spoken one-syllable words, half identical and half differing by one sound, the student will say or sign same or different for each pair independently with at least 90% accuracy on same-different pairs, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Point to the picture of a word spoken in sounds
Receptive blending
By the annual IEP review date, given a word spoken one sound at a time and a choice of 3 pictures, the student will point to the picture of the word independently with at least 85% accuracy on receptive blending items, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Letter Names & Sounds Reading
Point to the letter that makes a spoken sound
Sound-to-letter identification
By the annual IEP review date, given a row of 3 lowercase letter cards and a spoken sound, the student will point to or touch the letter that makes the sound independently with at least 85% accuracy on sound-to-letter trials, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Select a named letter using eye gaze, a switch, or pointing
Adapted-response letter identification
By the annual IEP review date, given 2 letters displayed on an eye-gaze board or device screen and the spoken name of one of them, the student will select the named letter using the agreed access method independently in at least 8 of 10 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Print Concepts & Early Literacy Reading
Answer print questions with an AAC device
Print concepts with AAC
By the annual IEP review date, during shared reading, when the adult asks 8 print questions (such as which way do I go, where do I start, is this a letter or a word) and the device has a print concepts page, the student will answer each print question by selecting the matching button on the print concepts page independently with at least 75% accuracy on print concept questions, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
Phonics & Decoding Reading
Match a silently read word to its picture
Decoding with pointing and AAC responses
By the annual IEP review date, given a printed decodable word and a field of 3 pictures whose names differ by one sound (such as cat, cap, cot), the student will select the picture that matches the printed word independently with at least 85% accuracy on printed words matched to pictures, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Choose the spoken word among printed look-alikes
Decoding with pointing and AAC responses
By the annual IEP review date, given a spoken word and 4 printed decodable words that differ by one letter (such as ship, chip, shop, shin), the student will select the printed word that matches the spoken word independently in at least 9 of 12 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Sight Word Recognition Reading
Point to the spoken word among printed choices
Receptive word identification
By the annual IEP review date, given a spoken word and a row of 3 printed words from the student's current word set, the student will point to or select the printed word that was spoken independently with at least 85% accuracy on receptive word trials, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Vocabulary Reading
Find a defined word on an AAC device
Vocabulary with AAC
By the annual IEP review date, given a spoken student-friendly definition of a unit word stored on the student's device, the student will navigate to and select the word on the device that matches the definition independently in at least 8 of 10 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Reading Comprehension Reading
Yes or no questions about an adapted story
Comprehension with pointing and AAC responses
By the annual IEP review date, after a read-aloud of a short adapted story with picture symbols, given 8 yes or no questions, the student will answer each question yes or no using their reliable response mode independently in at least 7 of 8 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Phonological awareness, decoding, fluency, comprehension, and vocabulary. Childhood apraxia of speech affects planning the movements for speech, so goals focus on syllable shapes, word length, and consistency of production rather than single sounds in isolation. Many students also use AAC while speech develops, and goals can cover both.
Matching data sheets
Each goal above links to the blank sheet built for its measure. These are the sheets this set of goals uses:
Frequently asked questions
How do apraxia goals differ from articulation goals?
Articulation goals target one sound at a time. Apraxia goals usually target movement sequences: consonant-vowel shapes, multisyllabic words, or phrases of a set length, with accuracy measured across repeated productions.
Should an AAC goal be written alongside a speech goal?
Often, yes. An AAC goal makes sure the student can communicate now, and a speech goal works on intelligibility. The two are measured separately so progress in one does not hide a lack of progress in the other.
How are reading goals measured for students with childhood apraxia of speech?
With the same measures as any reading goal: accuracy on word lists for decoding, words correct per minute on an unpracticed passage for fluency, and percent of questions answered or a rubric for comprehension. The disability informs the supports and conditions, not the measure.
Which reading skill should the goal target first?
The one the evaluation shows is limiting progress. Foundational skills (phonological awareness, decoding) usually come before fluency, and fluency before comprehension goals that depend on it, but assessment, not sequence, decides.
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