Reading fluency norms for linguistically diverse

  Once again it is about the struggle between "diversity", "norms" and "standards". It is obvious that  linguistic diversity  impacts the practice of speech ,articulation, language, and fluency. While I was reading on "linguistically diverse populations". I finally understood why, US born children can be labeled as English Language Learners(ELL)!!!Well here it is: "Frequently linguistically diverse individuals/public school students are classified or referred to as “Limited English Proficient”(LEP)/English Language Learners (ELL). These are individuals who are learning or have learned to speak, understand, read, and/or write English as a second or other language, even though they may have spent a number of years in an English speaking environment."  here.  So your LEP child is a ELL only when you disclose that he has learned to speak and understand another language.Voila..disclosing or not a reading gap will expose any exposure to foreign languages. And it is emotional for every children, LEP or ELL...

As a current simultaneous, sequential bilingual parent and  ELLish/LEPish student; I understand the pain  that comes with  non-fluency  and fluency norms. I was that child that would stare and just do instead of talking. I was that child  mixing languages and dialects while reciting a poem in front of the class. I would fight by not answering in the correct language to my parents so they would understand my pain. Linguistically diversity is a blessing that comes with a curse at the beginning!! Fluency building strategies are out there but the secret is patience. Be patient, everybody makes it  regardless of the norms.Here a comforting article for bringing up bilingual children.

Bilingualism is normal. Millions of children are growing with more than one language.However having to perform accordingly to the norm is not normal for linguistically diverse. It is normally intimidating. We are reading slow but reading, and speed will come along. Diversity is good, fluent or not.

Below the famous chart...so fluid...oh yeah...Reading is fun!

2006 Hasbrouck & Tindal Oral Reading Fluency Data

Grade	Percentile	Fall WCPM*	Winter WCPM*	Spring WCPM*	Avg. Weekly Improvement**
1	90 75		81 47	111 82	1.9 2.2
	50		23	53	1.9
	25 10		12 6	28 15	1.0 0.6
2	90 75	106 79	125 100	142 117	1.1 1.2
	50	51	72	89	1.2
	25 10	25 11	42 18	61 31	1.1 0.6
3	90 75	128 99	146 120	162 137	1.1 1.2
	50	71	92	107	1.1
	25 10	44 21	62 36	78 48	1.1 0.8
4	90 75	145 119	166 139	180 152	1.1 1.0
	50	94	112	123	0.9
	25 10	68 45	87 61	98 72	0.9 0.8
5	90 75	166 139	182 156	194 168	0.9 0.9
	50	110	127	139	0.9
	25 10	85 61	99 74	109 83	0.8 0.7
6	90 75	177 153	195 167	204 177	0.8 0.8
	50	127	140	150	0.7
	25 10	98 68	111 82	122 93	0.8 0.8
7	90 75	180 156	195 165	202 177	0.7 0.7
	50	128	136	150	0.7
	25 10	102 79	109 88	123 98	0.7 0.6
8	90 75	185 161	199 177	199 177	0.4 0.5
	50	133	151	151	0.6
	25 10	106 77	124 97	124 97	0.6 0.6