What is the appropriate rate when reading a passage? The short answer is that an appropriate rate for reading is the rate in which a person might speak when having a conversation. This may be slightly different for each individual based on their processing abilities. Many mechanisms or tools must work together for an individual to read at a conversation rate. Research suggests what the “normal” rate of reading should be for students at each grade. For example, in August/September a Grade 2 student who reads 111 words per minute is in the 90 percentile for reading rate (Hasbrouck & Tindal, 2017). A Grade 2 student who accurately reads 84 words per minute during the Fall screening is at the 75 percentile of reading rate. Reading words too fast or too slow compromises the comprehension of the words read (White, 2024; Hasbrouck, 2024). Students who are reading too fast do not allow their brain to fully process the meaning of the word, sentences, or passage. Students who are reading too slow are usually focusing more on how to accurately pronounce the words. When a student reads words at a good rate, they are more able to think deeper about the passages that they read. This increases their comprehension ability, as students usually synthesis while they read to make smarter conclusions and choices.
The rate of reading involves several mechanisms working together to provide the intended outcome. Why do we read? We usually read to communicate and learn, which involves understanding the words read. The mechanisms are located in different parts of the brain to process written language. One mechanism is phoneme awareness, which is the ability to recognize and manipulate sounds of a spoken word. A second is phonics knowledge. This is the rules of phonemes and graphemes that give students the power to decode words. A third tool is orthographic awareness. The rules of how letters are ordered to create written words of meaning. A fourth mechanism is morphological knowledge. The smaller parts of words that form the meaning of words. A fifth tool is semantics. The meaning of a word, sentence or passage read. A sixth mechanism is syntax. The rules of how a sentence should be formed – grammar. When one of the above mechanisms is lacking age-appropriate ability (under developed) the rate of reading will be affected. An under developed tool usually means intervention instruction to increase student ability. Students begin to automatically divide and conquer multisyllabic words based on their knowledge of phonemes, graphemes, syllables, and morphemes. Student deficits will be different based on their educational and environmental experiences, and their genetic make-up.
There are a couple more tools that have important roles in student reading rate. Student retrieval rate (cognitive processing ability) of known words from long-term memory. This may be affected by multiple factors, such as how information is categorized in the brain. This will be unique for each student based on their genetics and environmental experiences. Another tool that may cause havoc on student reading rate is their working memory (short-term). The amount of information that each student is able to hold in their working memory.
Reading fluency involves student ability to read the words at the rate and prosody of conversation without error. These are not naturally acquired skills. These are learned skills that require the brain to create connections between different brain tools.
Orthographic mapping is “the process of storing a word permanently in memory for instant retrieval” (Reading Rockets, 2024).
References
Hasbrouck, J. (2024). International Dyslexia Association Annual Conference, Dallas, TX. Reading Fluency: Principles for Practice. Session GS02-24.
Hasbrouck & Tindal (2017). Hasbrouck & Tindal Oral Reading Fluency data 2017. Read Naturally, www.readnaturally.com
Ray, J. S. (2017). Tier 2 intervention for students in grades 1-3 identified as at-risk in reading. (Doctoral dissertation Walden University). https://scholarworks.waldenu.edu/dissertations/3826/
Reading Rockets (2024). Basics: sight words and orthographic mapping.
https://www.readingrockets.org/reading-101/reading-and-writing-basics/sight-words-and-orthographic-mapping
White, N. C. (2024). International Dyslexia Association Annual Conference, Dallas, TX. Reading Fluency. Session IPP59-24.
