A third-grade student is having difficulty reading words and syllables that contain
complex letter combinations, which is affecting her comprehension of grade-level
texts. For example, the student reads the word stretch as [st] [rĕt] [ch] and the
word pledge as [p] [lĕd] [guh]. Which of the following intervention strategies is
likely to be most effective in addressing this student's reading difficulty and
advancing her reading development?
A. having the student engage in daily rereading of passages that include
morphologically complex words
B. modeling for the student how to use context clues in a text to determine the
meaning of unfamiliar words
C. engaging the student in daily practice reading word lists comprising gradelevel
irregular sight words
D. providing the student with instruction and practice decoding consonant
clusters as chunks