Correct Response: D. Option D is correct because phrase-cueing both facilitates text comprehension and scaffolds appropriate phrasing, an important component of prosody. Phrase cues are visual marks added to a printed passage at phrase boundaries to help the reader recognize meaningful chunks of text and guide expressive phrasing. Such scaffolded support reinforces the prosodic modeling provided by the teacher or a volunteer adult reader. Option A is incorrect because simply changing the genre of texts would not provide the students with additional support in prosodic reading. Option B is incorrect because, while poetry performance might be motivating to students, such motivation does not provide the explicit, evidence-based instruction required to support students who have not yet developed the ability to read prosodically. Option C is incorrect because building the students' background knowledge related to a poem's theme and literary device focuses on the development of literary analysis skills rather than prosodic reading skills.
