If a student's informal reading inventory indicates they read at a frustration level on grade-level texts, what is the most appropriate action?

When a student's informal reading inventory (IRI) shows that they are reading at a frustration level with grade-level texts, the most appropriate action is to provide reading instruction at the student's instructional level. This approach is essential because reading at a frustration level means the student is unable to comprehend the texts adequately, which can lead to disengagement and a lack of confidence in their reading abilities.

Offering instruction at the instructional level, which usually consists of texts that align more closely with a student's current skills—challenging but still manageable—allows for guided practice and support. This helps to build their reading fluency and comprehension skills in a way that is motivating and effective.

The focus should be on nurturing the student’s abilities through accessible material, allowing for gradual progression to more challenging texts. This method encourages development without overwhelming the student, promoting a more positive and effective reading experience.