Research suggests that students become more fluent readers when they are taught to:
a) decode every word they encounter while reading
b) speak more clearly and rapidly
c) chunk parts of sentences into meaningful units as they read
d) point to each word as they read
Question 2
When Peter, a dysfluent reader, joined Kate Kane's class, the principal wisely suggested that
she begin helping him by:
a) teaching him to read and spell high-frequency words
b) inviting him to join in round-robin reading sessions
c) excusing him from written assignments
d) encouraging him to read books written above his grade level
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