Correct Response: C. Reading planners such as the one described compel students to reread a complex academic text multiple times so that they can complete the activities in the planner, which are specifically designed to prompt the students to interact with the content and language of the text. Option A is incorrect because the activities do not focus on developing students' evaluative comprehension skills. Option B is incorrect because using a reading planner as described would not promote development of prosodic reading, since it is a silent reading activity that does not involve explicit or implicit teacher modeling of or instruction in prosodic reading. A text-based reading planner would not teach students how to adjust their reading rate based on text difficulty (D) because it focuses on just one specific text.
