Quick answer: Reading comprehension IEP goals should name the skill (main idea, inference, summarizing, vocabulary), the text level, the support allowed, and how success is measured, for example “4 out of 5 trials” or “80% accuracy across 3 consecutive probes.” Below you will find 44 SMART, ready-to-adapt reading comprehension IEP goals organized by skill and grade band, plus present level examples, data collection ideas, and accommodations to pair with them.
In this goal bank
A student who reads words fluently but cannot tell you what happened in the story needs a different goal than a student who cannot decode the words at all. Strong reading comprehension IEP goals start with a clear picture of where the breakdown happens. This bank is part of our IEP Goal Bank series and is written to be strengths-based and easy to measure.
How to Write Reading Comprehension IEP Goals
IDEA requires measurable annual goals in every IEP. A well-written goal answers four questions: when (timeline), given what (condition), will do what (observable skill), and how well (criterion).
Formula: By [date], given [text type and level] and [support], [Student] will [observable skill] with [criterion] as measured by [tool].
Present level example: “When reading a 2nd grade narrative passage independently, Maya answers 3 of 5 literal questions correctly but 1 of 5 inferential questions. She retells events out of sequence and benefits from picture support.”
Key point: If a student cannot yet decode grade-level text, measure comprehension with text read aloud or at their instructional level. Otherwise you are measuring decoding twice. See our reading fluency and decoding IEP goals.
Literal Comprehension Goals
Elementary
- Given a short narrative read aloud, [Student] will answer who, what, where and when questions with 80% accuracy in 4 of 5 trials.
- Given a picture-supported story at instructional level, [Student] will retell the beginning, middle and end in correct sequence in 4 of 5 trials.
- Given a passage and a story map, [Student] will identify the characters, setting and problem with 80% accuracy across 3 consecutive probes.
- After listening to a story, [Student] will answer 4 of 5 literal questions using AAC, gestures or speech.
- Given a 3-step sequence from a text, [Student] will order events using first, next and last in 4 of 5 opportunities.
Middle and High School
- Given a grade-level passage with text-to-speech, [Student] will locate and cite text evidence to answer literal questions with 80% accuracy.
- Given a chapter of a novel, [Student] will complete a plot diagram with 4 of 5 key events correctly identified.
- Given an informational article, [Student] will identify key facts using highlighting with 80% accuracy across 3 probes.
Main Idea and Summarizing Goals
- Given a paragraph at instructional level, [Student] will identify the main idea from 3 choices in 4 of 5 trials.
- Given a paragraph, [Student] will state the main idea and 2 supporting details with 80% accuracy.
- Given a narrative passage, [Student] will write or dictate a summary of 3 to 5 sentences that includes the problem and solution in 4 of 5 trials.
- Given an informational text, [Student] will use a “who or what, most important thing” strategy to write a 15-word gist statement in 4 of 5 trials.
- Given a multi-paragraph text, [Student] will identify the central idea and explain how 2 details support it with 80% accuracy.
- Given a chapter, [Student] will summarize it in 5 sentences or fewer without minor details in 4 of 5 trials.
Free resource
IEP Goal Data Tracker Template
An editable PDF to track progress on every IEP goal with ease.
Inference Goals
- Given a picture or short text, [Student] will make a logical prediction and explain the clue used in 4 of 5 trials.
- Given a short narrative, [Student] will identify how a character feels and name one text clue with 80% accuracy.
- Given a passage, [Student] will answer “why” questions using text evidence plus background knowledge in 4 of 5 trials.
- Given a text, [Student] will draw a conclusion and support it with 2 pieces of evidence with 80% accuracy.
- Given a passage with figurative language, [Student] will explain the meaning of idioms or metaphors in 4 of 5 examples.
- Given a story, [Student] will identify the theme or message and support it with evidence in 3 of 4 trials.
- Given a persuasive text, [Student] will identify the author’s point of view and purpose with 80% accuracy.
Inference can be harder for some autistic students because it depends on unstated intentions. Teach it explicitly with visuals, think-alouds, and concrete “clue + what I know = inference” frames.
Vocabulary Goals
- Given grade-level vocabulary words, [Student] will match words to pictures or definitions with 80% accuracy.
- Given an unknown word in context, [Student] will use context clues to determine its meaning in 4 of 5 trials.
- Given a word with a common prefix or suffix, [Student] will determine its meaning with 80% accuracy.
- Given a list of words, [Student] will sort them into categories and explain the connection in 4 of 5 trials.
- Given a content-area text, [Student] will use a glossary or digital dictionary to define 5 key terms independently.
- Given a target word, [Student] will use it correctly in an original spoken or written sentence in 4 of 5 trials.
Text Structure and Informational Text Goals
- Given an informational text, [Student] will use text features (headings, captions, bold words) to locate information in 4 of 5 trials.
- Given a passage, [Student] will identify the text structure (sequence, compare and contrast, cause and effect, problem and solution) with 80% accuracy.
- Given a cause-and-effect passage, [Student] will complete a graphic organizer with 3 accurate cause-effect pairs.
- Given 2 texts on the same topic, [Student] will compare key points using a Venn diagram with 80% accuracy.
- Given a chart or graph in a text, [Student] will answer questions about the information with 80% accuracy.
- Given a science or social studies text, [Student] will take 2-column notes with key ideas and details in 4 of 5 lessons.
Strategy and Self-Monitoring Goals
- While reading, [Student] will stop at marked points and ask or answer a self-question in 4 of 5 passages.
- When meaning breaks down, [Student] will use a fix-up strategy (reread, read ahead, look at pictures, ask) independently in 4 of 5 opportunities.
- Before reading, [Student] will preview the text and make a prediction in 4 of 5 lessons.
- [Student] will use a reading strategy checklist to monitor comprehension with no more than 1 adult prompt per passage.
- After reading, [Student] will rate their understanding (1 to 3) and request help when needed in 4 of 5 lessons.
- Given a choice of supports (audio, highlighter, organizer), [Student] will select and use one in 4 of 5 independent reading tasks.
- [Student] will visualize a passage and draw or describe a mental image that matches key details in 4 of 5 trials.
- [Student] will connect a text to their own experience or another text and explain the connection in 4 of 5 trials.
- [Student] will generate 2 questions about a text before discussion in 4 of 5 lessons.
- [Student] will use annotation symbols (?, !, *) to mark confusing, surprising and important parts in 4 of 5 passages.
The BERMED Goal-Writing Check
- B: Baseline. Is the present level specific and data-based?
- E: Exact skill. Does the goal name one observable comprehension skill?
- R: Realistic. Can the student reach it in one year with support?
- M: Measurable. Is there a clear criterion and tool?
- E: Equitable access. Are reading, AAC or audio supports allowed?
- D: Data plan. Who collects data, how often, and how is it shared?
Data Collection and Accommodations
| Skill | How to measure | Accommodations to pair |
|---|---|---|
| Literal recall | Question probes, retell rubric | Read aloud, picture support |
| Main idea | Gist statements, summary rubric | Graphic organizers, sentence frames |
| Inference | Evidence-based response checklist | Think-aloud models, visual clues |
| Vocabulary | Curriculum-based probes | Word banks, digital dictionary |
| Self-monitoring | Strategy use checklist | Bookmark with fix-up strategies |
Many students with reading comprehension goals also need support with working memory. Learn which supports change expectations in accommodations vs modifications, and see how comprehension difficulties fit into types of learning disabilities.
Neuroaffirming tip: Let students show comprehension in many ways: drawing, acting out, AAC, typing, or speaking. The goal is understanding, not one specific output.
What is a good reading comprehension IEP goal?
A good goal names the skill, the text level, the support, and a measurable criterion, such as identifying the main idea and 2 details with 80% accuracy in 4 of 5 trials.
How do you measure reading comprehension IEP goals?
Use short weekly probes, retell rubrics, question checklists, or curriculum-based measures, and graph results to track progress.
Should reading comprehension be measured with text read aloud?
If a student struggles with decoding, measuring comprehension with read-aloud or audio text separates understanding from word reading.
How many reading comprehension goals should an IEP have?
Usually 1 to 3 focused goals are better than many small ones. Choose the skills that unlock the most progress.
Can autistic students have inference goals?
Yes. Inference can be taught explicitly with visuals, clue frames, and think-alouds, and goals should allow different ways to respond.
5 Actions to Take This Week
- Pinpoint where comprehension breaks down for each student.
- Write one present level with specific data.
- Choose 2 or 3 goals from this bank and adapt them.
- Set up a simple weekly probe.
- Pair each goal with at least one accommodation.
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