A third-grade student shows decreased comprehension despite maintaining reading fluency. What type of assessment would be most beneficial?

The most beneficial assessment in this scenario is an in-depth assessment of academic language acquisition. This choice is correct because a third-grade student who demonstrates good reading fluency but decreased comprehension likely faces challenges with understanding the language and vocabulary used in academic contexts. Academic language is often more complex than conversational language and includes the specific vocabulary and structures necessary for grasping subject matter in subjects like math, science, and social studies.

By focusing on academic language acquisition, educators can identify specific areas where the student may struggle, such as understanding nuanced vocabulary, complex sentence structures, or the ability to interpret text features and academic discourse. This type of assessment helps in determining the student's ability to process and comprehend information that is essential for academic success, guiding targeted interventions.

In contrast, a reading fluency assessment would not provide relevant insights into comprehension issues, as the student's fluency is already established. Vocabulary matching exercises, while beneficial for building vocabulary, may not address the deeper understanding of language use in context. A phonics screening assessment would target foundational reading skills rather than comprehension difficulties related to academic language. Thus, focusing on academic language acquisition is crucial for addressing and supporting the student's comprehension challenges effectively.