Correct Response: A. Option A is correct because students who are learning, but have not yet mastered, the decoding skills necessary to read a particular text benefit from immediate corrective feedback as part of evidence-based practice designed to build their competence and independence applying these skills. Furthermore, the teacher's attention to the students' prosody provides them with explicit instruction in this aspect of fluency, while conveying to them the value of reading with expression. This is especially important because students who are not yet decoding automatically may tend to read passages word by word, or they may tend to read through punctuation to try to improve their rate at the expense of prosody and comprehension.
Option B is incorrect because evidence suggests that reading the same passage up to three or four times provides the maximum benefit. Any additional readings are not likely to add value. Option C is incorrect because relying on context clues for word identification is a frequent cause of word-reading errors and the hallmark of a reader at risk for reading difficulty. Option D is incorrect because students should not engage in silent reading for fluency practice until their decoding is automatic. In addition, this strategy would not allow the teacher to monitor the students' reading accuracy or prosody.
