A first-grade student reads the word “tap” as “tap” but then reads “tape” incorrectly as “tap.” What is the most likely instructional need for this student?

In a class for students identified with specific learning disabilities, the teacher begins her fluency instruction with sight word activities and uses decodable texts that relate to their weekly phonics lesson. This instruction will enable the students to make improvements in which area of fluency?

A vocabulary strategy that supports early vocabulary development for students is:

Ms. Lopez, a second-grade teacher, wants to improve her students’ reading fluency rate. She plans to implement strategies that will help her students read more quickly and accurately while maintaining comprehension. Which of the following strategies would be the most effective for Ms. Lopez to teach her students about fluency rate?

The foundational skills that directly support students with automaticity in reading fluency are:

Mr. Lee is a preschool teacher who wants to assess his students’ print awareness. He plans activities to determine how well his students understand the forms and functions of written language, such as recognizing print concepts and understanding the directionality of text. Which of the following activities would best help Mr. Lee assess his students’ print awareness?

A kindergarten teacher notices that two of his students are having difficulty with identifying the letters p and q. The best strategy for helping the students distinguish the two letters is:

A kindergarten teacher implements the following lesson:Teacher: What are the sounds in the word “sit”?Student: /s/ /i/ /t/Teacher: Good. The new word is “pit”. What sound changed “sit” to “pit”?Student: /p/The phonemic awareness lesson above is an example of:

In order to determine the vocabulary for direct instruction prior to reading a text, the teacher needs to consider:

The comprehension strategies that are commonly taught to use explicitly during reading are: