Fluency Self-Monitoring Chart
Track fluency during reading and conversation.
Session summary (SOAP)
Stays on this screen. Nothing is saved or sent.
Mark a card Correct, Correct with cue or Incorrect and the summary writes itself here.
How to run it
Have the student do the tallying. A count kept by the clinician is data; a count kept by the student is self-monitoring, and the second is the actual target. Keep the smoothness and effort ratings separate — they come apart often, and a turn that sounded fluent and took enormous effort is important information that a single rating hides. Fifteen minutes covers a reading sample, a conversation sample and the ratings.
Cueing ladder
Start at the top. Add support one step at a time.
- IndependentThe student judges each item or moment on their own.Log as correct
- ReplaySay it again or replay the recording, and ask them to listen once more.Log as cued
- Two choicesAsk 'Was that smooth or bumpy?' and let them choose.Log as cued
- ModelSay it both ways and describe the difference you heard.Log as cued
Adjust it
Judge your speech first, with obvious examples, before the student's own.
Judge moments in the student's own conversation, from a recording.
Matching IEP goal
Given spoken samples, Student will identify smooth and stuttered speech, agreeing with the clinician in 8 of 10 opportunities across 3 consecutive sessions.
Send it home through the parent portal →About this activity
Twelve tracking tasks: read for one minute and tally each bumpy moment; talk for one minute and tally again; rate the turn one to five for smoothness and separately for effort; which technique did you use; chart today's tally next to last week's; did the tally match how it felt, and why or why not. That last question is the one that makes this more than a data sheet.
What to listen for
Watch the gap between the tally and the feeling. Students frequently rate a turn as bad when the count was low, and that mismatch is usually about effort or anticipation rather than about disfluency — which changes what you work on. Notice the four-week review task, where a student sees their own pattern; that is often more persuasive than anything a clinician says.
Carrying it home
The in-class self-report item is the one to send home. Asking a student to notice rather than count is realistic, and noticing is the skill that carries over.
What's in this activity
- Read for 1 minute. Tally each bumpy moment.
- Talk for 1 minute about your day. Tally bumpy moments.
- Rate this turn 1-5: how smooth did it feel?
- Rate this turn 1-5: how much effort did it take?
- Which technique did you use? Easy onset / light contact / slow rate.
- Chart today's reading tally next to last week's.
- Which situation was hardest today? Write it down.
- Which situation was easiest today? Write it down.
- Set a goal for next session in one sentence.
- Did the tally match how it felt? Why or why not?
- Count your bumpy moments in class today (self-report).
- Review 4 weeks of the chart: what pattern do you notice?
Questions
- What ages is this for?
- Third through eighth, where students can tally and reflect on their own speech.
- Do I need an account?
- No, all twelve tasks are free to use here.
- Why rate effort separately from smoothness?
- Because they come apart. Speech can sound fluent and cost a great deal of effort, and a student who is working very hard to sound smooth is not in a sustainable place even though the count looks good.
Use this board with your caseload
With a free account, every correct, cued and incorrect mark is saved to the student and scored against their IEP goal, with the data written up for you. Assign it as home practice through the parent portal.
Track progress freeFree for SLPs. No card, no trial clock.