Holly is a third-grade student in an inclusion classroom who has a specific learning disability in written and spoken language. She struggles with decoding words, reading aloud, and summarizing. Which of the following is the most appropriate way for Holly's teachers to address the issues and provide support?

While adjusting Holly's IEP goals is essential, it should be based on data gathered from assessments rather than done immediately without a thorough understanding of her current abilities and needs. This approach may overlook specific areas of weakness that require targeted instruction before making substantial changes to her IEP.

Although discussing assistive technology can be beneficial, this option does not directly address the immediate need for assessment to identify Holly's specific difficulties in reading and summarizing. Without first understanding her challenges through appropriate assessments, recommendations for assistive technology may not effectively support her learning.

Offering engaging reading materials is a positive strategy; however, it does not directly assess or address Holly's decoding and comprehension issues. While interest in reading is important, it is crucial to first evaluate her specific weaknesses to provide the most effective support tailored to her learning disability.