Students in a sixth-grade class practice reading a complex passage aloud to themselves each day. At the end of the week, they each read their passage aloud to the class. This repeated-reading strategy best supports which of the following?

While repeated readings may indirectly support vocabulary growth by exposing students to words multiple times, the primary focus of this strategy is not on learning new vocabulary. Vocabulary acquisition typically requires explicit instruction and context rather than the practice of reading a single passage repeatedly.

Phonemic awareness refers to the ability to hear and manipulate individual sounds in spoken words. This skill is usually developed through targeted activities that involve sound manipulation, rather than through repeated reading of a text. Thus, repeated reading does not directly enhance phonemic awareness.

Similar to phonemic awareness, phonological awareness encompasses a broader understanding of sounds in language, including syllables and rhymes. Repeated reading focuses more on the fluency of reading text, rather than developing the underlying awareness of sound structures. Therefore, it does not primarily aim to improve phonological awareness.