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Mdfs

The document describes a 4-point rubric to assess reader fluency across four dimensions: expression and volume, phrasing, smoothness, and pace. Scores range from 1-4 in each dimension, with higher scores indicating more fluent reading. According to the rubric, total scores below 8 may indicate a concern with fluency, while scores of 8 or above show good progress.

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54 views2 pages

Mdfs

The document describes a 4-point rubric to assess reader fluency across four dimensions: expression and volume, phrasing, smoothness, and pace. Scores range from 1-4 in each dimension, with higher scores indicating more fluent reading. According to the rubric, total scores below 8 may indicate a concern with fluency, while scores of 8 or above show good progress.

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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Mulllcllmenslonal Fluencp Scale

Use the following rubric (1-4) to rate reader fluency in the areas of expression and
volume, phrasing, smoothness, and pace.

EXPRESSION AND VOLUME


1. Reads words as if simply to get them out. Little sense of trying to make text
sound like natural language. Tends to read in a quiet voice.
2. Begins to use voice to make text sound like natural language in some areas of
the text but not in others. Focus remains largely on pronouncing the word . Still
reads in a quiet voice.
Make text sound like natural language throughout the better part of the passage.
Occasionally slips into expressionless reading. Voice volume is generally
appropriate throughout the text.
4. Reads with good expression and enthusiasm throughout the text. Varies
expression and volume to match his or her interpretation of the passage.

PHRASING
1. Reads in a monotone with little sense of boundaries; frequently reads word-by-
word.
2. Frequently reads in two- and three-word phrases, giving the impression of
choppy reading; improper stress and intonation fail to mark ends of sentences
~nd clauses.
~eads with a mixture of run-ons, mid-sentence pauses for breath, and some
choppiness, reasonable stress and intonation.
4. Generally reads with good phrasing, mostly in clause and sentence units, with
adequate attention to expression.

SMOOTHNESS
1. Makes frequent extended pauses, hesitations, false starts, sound-outs,
repetitions, and/or multiple attempts.
2. Experiences several "rough spots" in text where extended pauses or hesitations
I:\ are more frequent and disruptive.
\.:?;I Occasionally breaks smooth rhythm because of difficulties with specific words
and/or structures.
4. Generally reads smoothly with some breaks, but resolves word and structure
difficulties quickly, usually through self-correction.

PACE
1. Reads slowly and laboriously.
2. Reads moderately slowly.
r.-'\~eads with an uneven mixture of fast and slow pace.
~onsistently reads at conversational pace; appropriate rate throughout reading.

Scores range from 4-16. Generally, scores below 8 indicate that fluency may be a
concern. Scores of 8 or above indicate that the student is making good progress in
fluency.

Adapted from Zuteff & Rasinski, 1991.


Expression and Phrasing Smoothness
Volume
4 Reads with good
'--
Generally reads Generally reads S.6nsistently reads
expression and with good smoothly with some 1~t conversational
enthusiasm phrasing, mostly in breaks, but resolves pace; appropriate
throughout the text. clause and word and structure rate throughout

____
Varies expression sentence units, difficulties quickly, reading
and volume to with adequate usually through self- __,/
match his or her attention to correction.
interpretation of the expression.
passage.
- - '
"-,
3 Reads with a ' Occasionally break\ Reads with an
Make te,t •:: \ mixture of run-ons>,,
like natural smooth rhythm uneven mixture of
,language mid-sentence because of fast and slow pace
throughout the pauses for breath, difficulties with
I better part of the and some
spec~
I passage. choppiness, ,a~ ~r structures.
I
Occasionally slips reason

--
into expressionless and intonatio
reading. Voice /
\ volume is ge/
~ ropriate
t ~ g!)QuUhe text.

2 Begins to use voice Frequently reads Experiences Reads moderately


to make text sound in two- and three- several "rough slowly.
like natural word phrases, spots" in text where
language in some giving the extended pauses or
areas of the text but impression of hesitations are
not in others. Focus choppy reading; more frequent and
remains largely on improper stress disruptive.
pronouncing the and intonation fail
word . Still reads in to marl< ends of
a quiet voice. sentences and
clauses.

1 Reads words as if Reads in a Makes frequent Reads slowly and


simply to get them monotone with extended pauses, laboriously.
out. Little sense of little sense of hesitations, false
trying to make text boundaries; starts, sound-outs,
sound like natural frequently reads repetitions, and/or
language. Tends to word-by-word. multiple attempts.
read in a quiet voice

To+o.l 13

Adapted from Zutell & Rasinski , 1991.

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