What conclusion should a teacher draw if several students score significantly below the 50th percentile for reading fluency?

A conclusion that a teacher should draw when several students score significantly below the 50th percentile for reading fluency is that these students need a targeted intervention to improve their automaticity.

Reading fluency involves the ability to read text accurately, quickly, and with appropriate expression. When students struggle with fluency, it often indicates that they have not yet developed the automaticity necessary for smooth reading. This automaticity allows readers to effortlessly recognize words and phrases, which is crucial for maintaining the flow of reading and improving comprehension.

Interventions aimed at enhancing automaticity might include repeated reading, guided practice, or use of specific fluency-building materials. By focusing on these targeted strategies, the teacher can help students increase their speed and accuracy, fostering greater overall reading proficiency. Addressing fluency challenges supports students in becoming more confident, independent readers, which is critical for their academic success.

The other options do not directly address the issue of reading fluency. Focusing solely on comprehension skills may overlook the immediate need to improve fluency itself. Assuming students lack interest in reading does not provide an actionable instructional strategy, while restricting students to simpler texts could hinder their growth and enjoyment of reading.