Reading Fluency and Comprehension

Administration Guide
PREPARE

• Review procedures and protocols

• Practice

• Laptop (if online)

• Timer
• Learner Sheet (printed or PPT if online)
• Record Form (printed)
• Pen
• Water
PASSAGE READING
• Establish rapport with the learner
• Motivate the learner
• Give instructions
• (G1) Read the title of the story
• (G2.G3) Read the titles of the two stories - Ask learner
to choose one
• Confirm that the learner is ready to read
• Present learner sheet (title NOT included)
• Ask learner to read (title NOT included)
PASSAGE READING
• Start timer (Do NOT show the timer)
• Mark miscues
• Encircle last word read at ___-minute mark
• Note down end time if read less than ___-minute mark
• Remove learner sheet
• Do a quick check-in after reading
PASSAGE READING SCRIPTS

1. (G1) I have a short story for you today.

(G2.G3) I have two short stories today -- _____ and
_____. (Teacher reads the titles.)
2. (G2.G3) Which one would you like to read?
3. Read the short story loudly and clearly.
4. I will give you some time to read as much of it as you can.
5. It is okay to make mistakes.
6. Just do your best and have fun!
7. We will talk about the story after you have read it.
COMPREHENSION QUESTIONS
• Learner sheet should NOT be with the learner
• Confirm that the learner is ready to chat about the
story
• Ask the comprehension questions
• You may repeat each question once IF needed
• Do NOT paraphrase the questions
• Accept correct answers missed out in answer key
• Affirm the learner's efforts
• Close the activity
COMPREHENSION QUESTIONS SCRIPT

1. Let us talk about the story.

2. I will ask you some questions about it.
3. Do your best to answer based on what you
have read.
4. It is okay to make mistakes.
5. Just do your best and have fun!
LEARNER EXPERIENCE
• Show the learner the emoji evaluation
• Ask the learner to say the number of emoji that
shows how they felt about the activity
• Ask why they chose the emoji if there is extra time
LEARNER EXPERIENCE SCRIPT
1. Look at the faces.
2. Which face shows how you felt about our activity?
Tell me the number.
3. Why did you choose number ___?
Reading Fluency and Comprehension

Guide for Encoding of Results

ENCODING OF RESULTS - Record Form

• Mark miscues
• Encircle last word read at __-minute mark
• Note down end time if read less than __-minute mark
• Mark correct (✓) and incorrect (✗) answers
• Accept correct answers missed out in answer key
• Encircle learner's evaluation
• Note down observations
Sample Record Form 1
Sample Record Form 2 –
Read Within the Timeframe
RFC Miscue Analysis - Marking Symbols
Miscue Marking
Last word read word

Substitution word
(misarticulation, non-word, unsuccessful (option to write the actual word
correction, abandoned correct) articulated)
Insertion word
(word “read” but not in the passage)
Omission word
(word in the passage but not read)
Repetition word
(word read more than once)
Reversion
(word or group of words not read in order) 1 2
Self-correction
(word read incorrectly at first but immediately corrected) word
ENCODING OF RESULTS - Excel and Google Form

• Encode results in Excel

• Submit results via Google Form
TIPS
1. Do NOT comment on the learner’s answers or
give clues.
✗ Are you sure?
✗ Check again.
✗ That is right!
✗ That is wrong.

2. Prompt and encourage.

✓ Next.
✓ Continue.
✓ It is okay to try!
TIPS

3. Do not correct the learner’s mistakes. There is

a separate time for instruction.

4. Do not force the learner to finish the activity if

they are already in distress. Always put the
learner’s wellness first.