Reading IEP goals for Dysgraphia
15 reading templates across 5 skills: letter names & sounds, vocabulary, sight word recognition, phonological awareness, reading comprehension. Each opens in the builder with a matching data sheet.
15 templates · 5 skills · 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.
Letter Names & Sounds Reading
Write the letter when its name is dictated
Letter dictation
By the annual IEP review date, given the dictated names of 20 lowercase letters, one at a time, and lined paper, the student will write the letter named independently with at least 90% accuracy on dictated letters, across 3 consecutive sessions, as measured by work-sample analysis collected weekly.
Write the letter for a spoken sound
Sound dictation
By the annual IEP review date, given 20 spoken single sounds, one at a time, and lined paper, the student will write the letter that makes each sound independently with at least 90% accuracy on sound dictation items, across 3 consecutive sessions, as measured by work-sample analysis collected weekly.
Vocabulary Reading
Choose the homophone that fits the sentence
Homophones
By the annual IEP review date, given 10 sentences, each with a blank and a choice of 2 or 3 homophones, the student will choose the homophone that fits the sentence independently with at least 90% accuracy on homophone items, on 3 of 4 consecutive probes, as measured by work-sample analysis collected every two weeks.
Replace general words with precise words when revising
Precise word choice
By the annual IEP review date, given a paragraph of their own writing with 8 general words underlined by the adult, the student will replace each underlined general word with a more precise word that fits the meaning of the sentence independently in at least 7 of 8 opportunities, on 3 of 4 consecutive revised drafts, as measured by opportunity-by-opportunity data collected every two weeks.
Sight Word Recognition Reading
Select the right word from a word-prediction list
Word prediction with AAC
By the annual IEP review date, while typing a dictated sentence with word prediction turned on, after typing the first letter or two of a taught word, the student will read the predicted words and select the one that matches the intended word independently with at least 90% accuracy on correct selections from the prediction list, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected weekly.
Use a personal word ring while writing
Personal word ring for writing
By the annual IEP review date, during a 20-minute writing block, when the student needs a word that is on their personal word ring, the student will find the needed word on the ring and copy it into the writing independently in at least 4 of 5 opportunities, on 3 of 4 observed writing blocks, as measured by direct observation collected weekly.
Phonological Awareness Reading
Break content words into syllables and sounds
Multisyllabic segmentation for spelling
By the annual IEP review date, given 10 spoken three- and four-syllable words from current content-area vocabulary, the student will say each syllable in order and then say each sound in one syllable named by the adult independently with at least 90% accuracy on words segmented into all syllables, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
Map sounds in long words with digital tiles
Phoneme-grapheme mapping with letter tiles
By the annual IEP review date, given a spoken two- or three-syllable word and a digital board with syllable rows and letter tiles, the student will say each syllable, map the letters for each sound in that syllable, and read the whole word independently with at least 85% accuracy on multisyllabic words mapped with every sound represented, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
Reading Comprehension Reading
Write an objective summary of an article
Summarizing informational text
By the annual IEP review date, after reading an unpracticed instructional-level article of 400 to 600 words, the student will write a summary of 3 to 5 sentences with the central idea and key points in their own words and no personal opinion independently, earning a score of at least 10 out of 12 on a 4-row objective summary rubric scored 0 to 3 per row, on 3 of 4 consecutive scored summaries, as measured by a defined scoring rubric collected every two weeks.
Phonological awareness, decoding, fluency, comprehension, and vocabulary. Writing difficulties can involve the motor side (letter formation, spacing, speed) or the language side (spelling, sentence construction, organizing ideas). The goals below separate the two so a goal measures one thing, and many allow typing or dictation in the condition.
Matching data sheets
Each goal above links to the blank sheet built for its measure. These are the sheets this set of goals uses:
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 8 goals here
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 3 goals here
- Rubric trackerScores each rubric criterion and totals the score for each sample.Used by 2 goals here
- Frequency & rate trackerCounts a defined behavior during a fixed observation period. Calculates rate when time is recorded.Used by 2 goals here
Frequently asked questions
Should the goal be about handwriting or written expression?
It depends on what assessment shows. If the student has ideas but letter formation is slow or illegible, a handwriting or fine motor goal fits. If handwriting is adequate but output is short and disorganized, a written expression goal fits. Some students need both, written as separate goals.
Can a writing goal allow a keyboard or speech-to-text?
Yes. Put the tool in the condition ('given a word processor') so the goal measures composition rather than handwriting. Accommodations are also listed separately in the IEP.
How are reading goals measured for students with dysgraphia?
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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