Which intervention is recommended to support fluency by repeated reading?

• A. Listen to audio recordings
• B. Frequent modeling, repeated reading
• C. Texts at middle level, not too low or too high
• D. Rhyming repetition to encourage prosody

Answer: (B)

Frequent modeling paired with repeated reading helps students build fluency by giving them a clear example of smooth, expressive reading to imitate, then giving them multiple chances to practice that same text aloud. The model shows proper pacing, phrasing, and expression; after hearing it, the student reads the passage several times, receives feedback, and repeats. With each practice, accuracy and speed improve, and prosody becomes more natural because the reader internalizes how the text should sound. As fluency grows, decoding becomes easier, freeing cognitive resources for understanding the text.

Other options touch on related ideas but don’t provide the same targeted practice. Listening to audio offers a model but doesn’t require the student to read aloud and receive feedback through repeated performance. Selecting texts by general difficulty helps, but it doesn’t specify the repeated reading with modeling structure that directly builds fluency. Rhyming repetition can support prosody, but it doesn’t encompass the full cycle of modeling plus repeated, monitored practice that strengthens fluent reading overall.