60 Report Card Comments For Reading [PDF Included]

Imagine the joy that fills students when they can effortlessly read large texts fluently managing other crucial elements like pace, tone, pauses, expression, etc. Reading is an essential skill that not only helps students to absorb information but also comprehend it thoroughly. This proficiency in reading shapes their language skills, enhancing their take on everyday conversations with fellow mates.

While books, newspapers, and different shared reading activities can inspire students, positive yet constructive feedback as a report card comment acts as a great source for motivation and personal growth. These comments serve as a compass, helping students pinpoint their areas of improvement while acknowledging their reading strengths and addressing weaknesses.

So, let’s delve into a blend of report card comments for reading, tailored to students who are either progressing or excelling in their reading sessions.

Helpful report card comments for reading

1. [Student’s Name] demonstrates excellent reading skills by analyzing words and using the right pronunciation for different words. He/she also tries to find new words after the reading session to enhance his/her vocabulary skills.

2. [Student’s Name] shows a good command of language and pronunciation. He/she reads fluently and asks for help without any hesitation. His/her confidence in language is admirable.

3. [Student’s Name] has developed the ability to read different kinds of texts. He/she showed great improvement in modulating tone while reading. He/she also likes to read books of different genres and often learns something unique.

4. [Student’s Name] enjoys the reading session and often adds playfulness while doing so. He/she adds pauses and shifts the reading style considering different texts. He/she also enjoys reading dialogues and can confidently comprehend the expression of texts.

5. [Student’s Name] has a good hold on language and communication while reading newspapers and other fresh articles. He/she often loves to try different accents while reading. He/she is likely to develop an interest in learning new languages leading to a bright side for language.

6. [Student’s Name] continues to increase vocabulary but should concentrate on interpreting words using context clues. Vocabulary practices and activities can make him/her a good reader.

7. [Student’s Name] effectively improves understanding by using comprehension techniques including predicting, questioning, and summarizing. He/she creates an enthusiastic environment during reading and pays solid attention when others are reading.

8. [Student’s Name] has made significant progress in reading the statement without too many pauses. He/she is now able to read complete sentences and also understands the rhythm of poems better.

9. [Student’s Name] shows a true passion for reading by frequently choosing and appreciating books. He/she is always looking for new genres to explore and enhance reading skills.

10. [Student’s Name] is now able to decode bigger words and tries to break them before reading. He/she has improved in enhancing vocabulary and a little inspiration can go a long way in making him/her an excellent reader.

11. [Student’s Name] is able to understand the practical usage and placement of punctuation marks while reading. He/she very well adjusts to the tone while reading and takes required pauses. He/she has well decoded how to create curiosity when there is a question mark and a surprising way for an exclamation mark.

12. [Student’s Name] has developed the ability to understand texts and read with fluency. He/she can now comprehend ideas and modify voice modulation as per different texts.

13. [Student’s Name] shows significant improvement in using comprehension tools to approach difficult texts. He/she also tries to read the bigger sentences slowly and at a better pace. Practice is what will make him/her perfect.

14. [Student’s Name] uses a range of effective reading techniques and shows active participation in reading activities. He/she also encourages fellow mates to actively participate in guided reading sessions.

15. [Student’s Name] takes great interest in different reading activities thereby encouraging peers to participate. He/she is also keen on exploring reading apps and games to practice and improvise. The right resources are certain to make him/her a good reader.

16. [Student’s Name] uses different reading strategies and tries to incorporate them into the reading sessions. More encouragement can make him/her more interested in participating in reading sessions.

17. [Student’s Name] practices reading aloud frequently to improve fluency. He/she often enjoys reading activities and involves fellow mates to participate.

18. [Student’s Name] is not scared to make mistakes while reading and often reads again if he/she goes wrong. This behavior demonstrates his/her effort in improving and developing interest in reading sessions

19. [Student’s Name] demonstrates a good ability to understand the main theme, ideas, and conclusion of texts while reading. He/she better understands the characters and modifies the reading tone accordingly.

20. [Student’s Name] maintains a good pace while reading and appreciates different genres. He/she has developed a keen interest in different forms of reading. Motivation and positive words can make him/her interested in exploring novels.

21. [Student’s Name] reads with a natural and engaging tone, captivating the listener’s attention. He/she can confidently set the reading tone and pace according to the texts.

22. [Student’s Name] exhibits a remarkable capacity for using word roots and context cues to determine the meanings of complicated language. He/she tries to incorporate learning into reading and thereby is making constant progress. He/she should be given the right resources to read fluently.

23. [Student’s Name] consistently follows the grammatical rules and punctuation while reading. He/she often creates a positive environment while reading with enthusiasm.

24. [Student’s Name] is making steady progress in fluency, grammatical rules and pronunciation. He/she can improve the ability to include expressions in reading. He/she will progress smoothly with practice and encouragement.

25. [Student’s Name] has a great love for storytelling and often incorporates an expressive way of reading. He/she takes notes on oral communication and shows constant improvement. Offering the right books will encourage him/her to read more.

26. [Student’s Name] is able to read paragraphs without hesitation. However, a few words of encouragement and practice are needed to make him/her understand the importance of expression and pauses in reading.

27. [Student’s Name] has consistently made an effort to increase reading fluency. Even if he/she has improved significantly over the course of the year, there is still space for growth. With encouragement, he/she can start reading larger texts and novels with fluency.

28. The enthusiasm this [Student’s Name] has for reading is very admirable. He/she is an avid reader who frequently seeks out various books on their own. His/her passion for literature class discussions and project work inspires classmates to pursue reading with the same zeal. His/her commitment to promoting a reading culture is impressive.

29. [Student’s Name] takes joy in reading and is always looking for ways to improve fluency. He/she positively approaches faculty members to enhance reading and asks questions without any hesitation. He/she can do better with reading practice and exploring different genres for the same.

30. [Student’s Name] is a comprehensive learner and often taps on different aspects of reading. He/she understands expression, tone, voice modulation, and other ways of reading effectively. He/she always tries to add a conversational style of reading thereby engaging with fellow mates.

31. [Student’s Name] demonstrates an excellent ability to read, comprehend, and interpret age-appropriate texts. Keep it up!

32. I would like to appreciate [Student’s Name] for her/his strong reading skills. She/He shows a good understanding of story elements, like characters, setting, and plot. Great work!

33. [Student’s Name] reads with great fluency and expression. She/He makes the stories come alive! Everyone in the class loves listening to her/him when she/he reads.

34. [Student’s Name] can read texts with satisfactory fluency but has difficulty identifying the main idea and supporting details in a passage. Working on comprehension skills can help her/him understand the texts better while reading. So, keep practicing!

35. During our reading sessions in class, [Student’s Name] uses context clues effectively to understand new vocabulary. That’s a good approach to improving comprehension. Well done!

36. [Student’s Name] has shown wonderful progress in making inferences and drawing conclusions after reading texts. Regular practice can help her/him improve this skill further.

37. [Student’s Name] has good analytical skills along with excellent reading skills. When given different texts to read, she/he is able to compare them with ease.

38. [Student’s Name] reads with great fluency, showcasing her/his ability to understand and interpret texts effortlessly.

39. [Student’s Name] has worked hard and now shows significant improvement in her/his ability to make inferences while reading. This helps her/him understand texts more effectively.

40. [Student’s Name] often engages in post-reading discussions. She/He is able to share insightful observations about the characters and plot. This reflects that she/he reads with interest and is engaged with the story.

41. [Student’s Name] is great at identifying the main idea of a story. Whenever we are reading in class, she/he often makes predictions and relates story elements to real-world scenarios.

42. [Student’s Name] always demonstrates that she/he is actively reading a text. She/He has also developed a keen eye for recognizing metaphors and similes within the texts. Good work!

43. [Student’s Name] has trouble reading new and complex words. We are working on the sound-it-out technique so she/he can break down the word phonetically and say each sound separately before blending them all. Please help her/him at home too.

44. [Student’s Name] is great at distinguishing between fact and opinion. This is a crucial skill for critical reading that [Student’s Name] is endowed with.

45. [Student’s Name]’s reading is expressive and smooth. She/He reads with no interruptions and engages her/his listeners thoroughly.

46. [Student’s Name] needs to work on pace while reading. She/He sometimes reads too slowly and sometimes too quickly. Reading too slowly can lose the listener’s interest, whereas reading too quickly can lead her to miss out on key details.

47. [Student’s Name] shows excellent voice modulation while reading. She/He knows exactly where to pause, read softly, or go a little loud. These are great reading skills, and I congratulate her/him on this.

48. [Student’s Name] uses a very low voice during read-aloud sessions. She/He needs to work on elevating her/his voice and reading confidently. Encouraging her/him to practice at home can help her/him get better at it.

49. [Student’s Name] has good fluency and decoding skills but needs to focus more on identifying key vocabulary words when reading. This will make understanding complex texts easier for her/him.

50. While there is no doubt that [Student’s Name] is fluent at reading, she/he needs to pay closer attention to punctuation marks appearing in the text. Paying attention to this can further improve her/his reading skills and comprehension.

51. [Student’s Name] needs to develop better skimming and scanning techniques for more efficient reading.

52. [Student’s Name] loves to read! She/He reads independently and often chooses books that challenge her/his current reading level.

53. [Student’s Name] is good at retaining information after reading any kind of text. She/He often recollects information from previously read texts in class. This shows she/he reads effectively and has a strong memory.

54. [Student’s Name] shows great enthusiasm for reading, and I often spot her/him exploring a variety of genres and authors when we visit the school library.

55. [Student’s Name] asks relevant questions when given texts to read independently and individually in the class. She/He looks forward to clarifying meaning and understanding characters better through her/his questions.

56. [Student’s Name] struggles to pay attention while reading. Consequently, she/he fails to take in anything substantial from the session. We have started using strategies to help her/him maintain focus, and I believe this will be resolved soon.

57. [Student’s Name] never fails to meet her/his reading goals! I can see an improvement in her vocabulary and reading skills ever since we started this concept in class.

58. [Student’s Name] has worked hard to improve her/his reading abilities and can now read books appropriate to her/his age and reading level.

59. [Student’s Name] is good at reading and has strong decoding skills to support it. She is currently reading at the desired level.

60. [Student’s Name] can benefit from improving her/his vocabulary. Reading for 15 minutes every night can help her/him with this, so she/he can become an independent reader.

Wrapping up

Reading forms an integral part of everyday learning irrespective of the subject matter. It is significant for students to become better at reading skills as it helps with better comprehension, developing fluency, understanding words, enhancing vocabulary, and developing sentence-building skills.

With the use of the above-mentioned report card comments for reading, students, teachers, and parents can better track the progress. Elaborate report card comments also help recognize the learning gaps in reading. Hence, report card comments play an important role in examining reading skills in an effective manner.

I am Shweta Sharma. I am a final year Masters student of Clinical Psychology and have been working closely in the field of psycho-education and child development. I have served in various organisations and NGOs with the purpose of helping children with disabilities learn and adapt better to both, academic and social challenges. I am keen on writing about learning difficulties, the science behind them and potential strategies to deal with them. My areas of expertise include putting forward the cognitive and behavioural aspects of disabilities for better awareness, as well as efficient intervention. Follow me on LinkedIn