Based on ARD conclusions, what general approach would most effectively address the student's identified needs?

• A. The student should skip difficult texts to avoid frustration
• B. The student should rely on others for decoding
• C. The student should practice timed reading to increase speed
• D. The student should be taught explicit skills to increase reading fluency so that working memory can process language more efficiently

Answer: (D)

The key idea is that addressing reading difficulties most effectively requires explicit, systematic instruction to build decoding skills and reading fluency. When decoding is taught directly and fluency is developed through guided, frequent practice, the reader becomes more automatic. That automaticity reduces the cognitive load on working memory, freeing it to process and understand the meaning of text rather than struggle with word recognition. In turn, comprehension improves, which is the ultimate goal of reading interventions.

So, teaching explicit skills to increase reading fluency—with attention to accurate decoding, appropriate pacing, and expressive reading—directly targets the student’s identified needs and aligns with approaches used in ARD plans. This contrasts with skipping difficult texts, relying on others to decode, or focusing on speed alone without ensuring accuracy and comprehension.