Which intervention would be appropriate for students who performed below the 25th percentile benchmark for reading fluency?

Providing targeted instruction to improve decoding accuracy and automaticity is a suitable intervention for students who are performing below the 25th percentile benchmark for reading fluency. Students in this category often struggle with the basic skills necessary for reading fluently, including the ability to decode words correctly and do so at a pace that feels natural.

Targeted instruction focuses on these fundamental skills, enabling students to build a strong foundation in their reading abilities. By enhancing their decoding skills, students can begin to read more smoothly and with greater confidence, which directly correlates with improved fluency. As they become more proficient in decoding, their overall reading performance is likely to improve, allowing them to advance beyond the 25th percentile benchmark.

The other options do not directly address the foundational skills that are lacking. Silent reading of age-level books may not provide the necessary support for students who struggle with decoding; they may become frustrated or disengaged. Reading to younger students could potentially reinforce some skills, but it may not be targeted enough to address their immediate needs. Creating visual storyboards can help with comprehension and engagement but does not specifically work on decoding or reading fluency. Therefore, targeted instruction in decoding and automaticity is the most effective way to support the reading needs of these students