What intervention should be implemented for students who fall below the 25th percentile in fluency assessments?

For students who fall below the 25th percentile in fluency assessments, providing targeted instruction to improve decoding accuracy and automaticity is essential. This intervention specifically addresses the foundational skills necessary for reading fluently. Decoding is the ability to accurately interpret written words, and automaticity refers to the speed and accuracy of reading without overt mental effort.

When students struggle with fluency, it can often be traced back to challenges in decoding. By offering focused instruction that hones these skills, educators can help students become more proficient readers. This targeted approach enables students to read more smoothly, understand the text better, and ultimately perform better in fluency assessments.

The other options, while they may contribute positively to reading development in general, do not specifically address the immediate needs of students who are significantly behind in fluency. Increased silent reading time may not be effective if students lack the skills to comprehend what they are reading. Assigning summer reading programs can be beneficial, but the lack of immediate skill improvement may not help students who are struggling right now. Reducing homework load does not directly support the development of reading fluency and skills. Hence, targeted instruction is the most appropriate and effective intervention in this context.