What intervention would benefit a third-grade student with declining reading comprehension despite meeting fluency expectations?

For a third-grade student who is meeting fluency expectations but experiencing declining reading comprehension, an in-depth assessment focused on academic language and vocabulary is particularly beneficial because it zeroes in on the underlying components that contribute to comprehension issues. While the student may read fluently—meaning they can read text accurately and at an appropriate speed—the ability to comprehend and engage with the text on a deeper level relies heavily on a robust vocabulary and understanding of academic language.

An assessment aimed at these areas can identify specific vocabulary gaps or misunderstandings of academic language that may hinder comprehension. By recognizing these deficiencies, targeted interventions can be developed—such as introducing new vocabulary within meaningful contexts, teaching word-learning strategies, and facilitating discussions that deepen understanding.

This approach allows educators to tailor instruction to directly address the student's challenges, thereby strengthening comprehension skills and improving overall reading abilities. Other options, while beneficial in various contexts, may not directly address the specific barriers to comprehension that the student is facing.