What instructional strategy assists in teaching a child new reading strategies based on observed difficulties?

The recommended strategy of analyzing running records is effective in teaching a child new reading strategies based on observed difficulties because it provides detailed, individualized insights into a child's reading behavior. Running records involve teachers taking notes on a child's reading performance as they read a text aloud. This method allows educators to assess various aspects of reading, including accuracy, fluency, and comprehension, as well as to identify specific errors or patterns in a child's reading.

By reviewing the data collected from running records, teachers can pinpoint the exact areas where a child may struggle, such as phonemic awareness, decoding, or comprehension. Armed with this specific knowledge, educators can tailor their instructional strategies to directly address the observed challenges. For example, if a child is frequently making errors with certain word patterns, the teacher can focus on phonics instruction that targets those patterns. Additionally, the analysis can guide the selection of appropriate texts that are suited to the child's current reading level and needs, thus facilitating targeted interventions that promote successful reading development.

In contrast, other options such as focus groups on reading comprehension, reviews of standardized tests, or independent reading sessions may provide useful information or practice but do not offer the same level of detailed, real-time insight into individual students' reading challenges as running records do.