Question 78

Rereading with students using daily repeated readings to practice fluency with familiar passages

To improve the students' correct words per minute, Ms. Horton should engage them in daily repeated readings, focusing on familiar passages. This method promotes fluency through practice, helping students become more comfortable and proficient with the text.

A) Providing the students with word lists to practice word-identification fluency

While providing word lists can help students recognize words, it does not directly address the fluency aspect of reading. Word-identification fluency focuses on recognizing individual words rather than improving reading speed and rhythm, which is crucial for enhancing correct words per minute.

B) Referring the students for a full evaluation for Response to Intervention

Referring students for a full evaluation may be necessary in some cases, but it is not an immediate action to take for improving fluency. This option delays intervention and does not provide the students with the practice they need to improve their reading fluency quickly.

C) Giving the students phrases to read to practice phrase-identification fluency

Practicing phrase-identification fluency can be useful, but it may not be as effective as repeated readings of familiar passages. Reading phrases does not provide the holistic practice that daily repeated readings offer, which can significantly enhance overall fluency and correct words per minute.

D) Rereading with students using daily repeated readings to practice fluency with familiar passages

This option is the most effective approach as it allows students to practice reading familiar texts multiple times, thereby improving their speed and accuracy. Repeated readings help build confidence and fluency, leading to a higher number of correct words per minute.

Conclusion

Rereading familiar passages through daily repeated readings is the most effective strategy for enhancing students' reading fluency and increasing their correct words per minute. The other options either focus on word recognition without addressing fluency directly, delay intervention, or do not provide the necessary practice to improve overall reading proficiency. Therefore, option D stands out as the best initial action for Ms. Horton to take.