Why Are There No Established Norms for High School Students Oral Reading Fluency

The Hasbrouck-Tindal oral reading fluency charts show the oral reading fluency norms of students equally adamant past data collected by Jan Hasbrouck and Gerald Tindal. Teachers tin can use these tables to draw conclusions and make decisions about the oral reading fluency of their students.

(The 2017 chart shows oral reading fluency norms for students in grades ane–6. The 2006 nautical chart shows oral reading fluency norms for students in grades 1–viii.)

Students demand a fluency-building program (such as the Read Naturally Strategy programs) if they score 10 or more than words below the 50th percentile level for their grade. Use the average score from ii unpracticed readings from course-level materials. Utilise an oral reading fluency assessment to assess students.

The tables can besides be used to set the long-term fluency goals for struggling readers.

2017 Oral Reading Fluency Norms
 Printable version of the 2017 table

Grade	Percentile	Fall WCPM*	Winter WCPM*	Leap WCPM*	Avg. Weekly Improvement**
1	xc 75 50 25 10	– – – – –	97 59 29 16 nine	116 91 60 34 18	1.2 2.0 1.9 i.1 0.five
2	ninety 75 l 25 10	111 84 fifty 36 23	131 109 84 59 35	148 124 100 72 43	ane.2 1.3 1.six i.1 0.6
3	90 75 50 25 10	134 104 83 59 xl	161 137 97 79 62	166 139 112 91 63	1.0 ane.ane 0.ix 1.0 0.seven
iv	ninety 75 50 25 10	153 125 94 75 60	168 143 120 95 71	184 160 133 105 83	1.0 one.i 1.2 0.9 0.7
5	90 75 50 25 10	179 153 121 87 64	183 160 133 109 84	195 169 146 119 102	0.5 0.5 0.8 one.0 one.nine
six	90 75 50 25 10	185 159 132 112 89	195 166 145 116 91	204 173 146 122 91	0.6 0.4 0.iii 0.3 0.1

*WCPM = Words Correct Per Infinitesimal
**Average weekly improvement is the average words per week growth y'all can expect from a student. It was calculated past dividing the difference between the autumn and jump scores past 32, the typical number of weeks between the fall and spring assessments. For grade 1, since there is no fall cess, the average weekly improvement was calculated by dividing the difference between the wintertime and spring scores past 16, the typical number of weeks between the winter and spring assessments.

2006 Oral Reading Fluency Norms
 Printable version of the 2006 table

Class	Percentile	Fall WCPM*	Winter WCPM*	Spring WCPM*	Avg. Weekly Improvement**
1	90 75 50 25 10	– – – – –	81 47 23 12 six	111 82 53 28 15	1.9 2.two ane.9 1.0 0.half dozen
2	90 75 l 25 ten	106 79 51 25 11	125 100 72 42 xviii	142 117 89 61 31	1.one 1.2 ane.2 1.1 0.6
3	90 75 l 25 10	128 99 71 44 21	146 120 92 62 36	162 137 107 78 48	1.ane one.2 one.1 1.1 0.8
4	90 75 fifty 25 10	145 119 94 68 45	166 139 112 87 61	180 152 123 98 72	1.1 ane.0 0.9 0.ix 0.eight
five	xc 75 50 25 10	166 139 110 85 61	182 156 127 99 74	194 168 139 109 83	0.ix 0.ix 0.nine 0.8 0.7
6	ninety 75 50 25 10	177 153 127 98 68	195 167 140 111 82	204 177 150 122 93	0.8 0.8 0.7 0.viii 0.8
7	90 75 50 25 ten	180 156 128 102 79	192 165 136 109 88	202 177 150 123 98	0.7 0.seven 0.7 0.7 0.6
viii	90 75 l 25 10	185 161 133 106 77	199 173 146 115 84	199 177 151 124 97	0.iv 0.5 0.6 0.6 0.half-dozen

*WCPM = Words Right Per Minute
**Average weekly improvement is the average words per week growth yous can expect from a student. It was calculated by dividing the difference between the fall and spring scores by 32, the typical number of weeks between the autumn and jump assessments. For course 1, since there is no fall assessment, the average weekly improvement was calculated past dividing the difference between the wintertime and bound scores by sixteen, the typical number of weeks between the winter and jump assessments.

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Source: https://www.readnaturally.com/article/hasbrouck-tindal-oral-reading-fluency-chart

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