A teacher uses a running record to assess a student's reading ability. During the assessment, the teacher notes that the student frequently skips words. What is the most appropriate instructional response?

Focusing on building the student's fluency with easier texts is the most appropriate instructional response for a student who frequently skips words. This approach allows the student to build confidence and develop essential reading skills without feeling overwhelmed. By using texts that are at an appropriate level of difficulty, the student is more likely to experience success and gradually improve their reading fluency.

Effective fluency practice involves enabling the student to engage with the text in a meaningful way, ensuring that they can read smoothly, accurately, and with expression. As the student gains fluency with these easier texts, they will likely become more proficient and be better prepared to handle more challenging material in the future. This method emphasizes the importance of a solid foundation in reading skills before attempting to tackle more complex texts where they may struggle further.

In contrast, increasing the difficulty of the reading material could lead to frustration and a lack of engagement, while teaching the student to use context clues may not be effective if they are at a basic level of fluency. Additionally, having the student practice reading the same text repeatedly can be beneficial, but it is often more effective when paired with appropriately leveled texts that match the student's current skills. Therefore, building fluency with easier texts provides a well-rounded approach to support the