Mr. Hopkins is a special education teacher in a sixth-grade literacy inclusion class. He has a student with dyslexia in his classroom who receives reading intervention in a resource room. The student is often off-task during whole-group instruction and rarely meets the goal of reading for twenty minutes during independent reading time. Data from the formative assessments indicate a lack of progress in the areas of reading fluency and comprehension. Based on the data collected, which of the following is Mr. Hopkins most likely to request of the reading specialist?

While audiobooks can be beneficial, providing access to materials above the student’s instructional level may lead to frustration and disengagement. Instead of promoting comprehension and fluency, this approach could exacerbate the student's difficulties and hinder progress.

Self-monitoring strategies can be helpful for many students, but without a proper assessment of the student’s current reading level, this strategy may not effectively address the underlying issues. The priority should be to first understand the student's needs before implementing self-monitoring techniques.

While assigning appropriate books is important, without reevaluating the student’s instructional level, there is a risk that the books may not truly match the student’s reading capabilities. This could lead to continued frustration and a lack of motivation, as the student may struggle to read the assigned texts effectively.