A third-grade student with a specific learning disability in reading performs poorly on comprehension assessments because of weaknesses in decoding skills, such as inaccurate pronunciations. Based on the preceding information, which of the following literacy skills does the teacher most need to address?

Text organization refers to how information is structured within a text, such as the arrangement of ideas and logical flow. While important for understanding larger texts, it does not directly address the student's decoding difficulties. Improving text organization alone won't help the student with their specific challenges in accurately identifying and pronouncing words.

Automaticity in reading refers to the ability to read words quickly and effortlessly. While important, it relies on strong word identification skills. If the student struggles with decoding, they are unlikely to achieve automaticity, making this an indirect focus. Addressing word identification first will likely lead to improvements in automaticity later.

Listening skills pertain to the ability to understand spoken language. While these skills are essential for overall literacy, they do not directly resolve the student's reading issues tied to decoding and pronunciation. Strengthening listening skills will not directly impact their ability to decode written text accurately.