Which literacy skill is promoted by engaging students in collaborative reading activities?

Engaging students in collaborative reading activities primarily promotes social interaction in learning to read. When students participate in collaborative reading, they work together, sharing thoughts and insights about the text, discussing different interpretations, and asking questions that deepen their understanding. This environment fosters communication and collaboration, allowing learners to develop their language skills while also building relationships with their peers.

Social interaction creates a dynamic learning context where students feel more supported and motivated. They can express their ideas, receive feedback, and learn from one another, which enhances not only their reading comprehension but also their ability to navigate social contexts related to literacy. As they dialogue about the text, they engage critical thinking and reflection, essential components of literacy development.

While silent reading skills, accuracy in reading, and the ability to read independently are all important components of literacy, they do not directly arise from collaborative practices. Silent reading focuses on individual tasks without interaction, and accuracy in reading, while valuable, does not inherently require collaboration. The ability to read independently is a goal that can stem from collaborative activities but does not encapsulate the immediate skill being promoted through engagement in collaborative reading processes.