Which strategy would be most effective in promoting a first-grade student's reading fluency?

Promoting reading fluency in first-grade students is best supported through frequent opportunities for oral reading of decodable texts. This strategy allows students to practice their reading skills in a structured way that builds their confidence and competence. Decodable texts are specifically designed to align with the phonetic patterns that students are learning, making it easier for them to apply their knowledge of sounds, letters, and words as they read.

Oral reading encourages students to articulate the words they encounter, fostering both fluency and comprehension as they hear themselves read. This type of practice not only helps with the mechanical aspects of reading but also affords teachers the chance to provide immediate feedback and guidance, which is crucial at this stage in a child's reading development.

In contrast, long silent reading sessions may not provide the necessary support for students who are still developing their skills, as they might struggle without guidance. Reading non-fiction texts exclusively might limit exposure to various genres and can be less engaging for young readers who benefit from diverse content that captures their interests. Lastly, avoiding assistance during reading denies students the opportunity to receive help when they encounter challenging words or concepts, which is essential for their growth in reading proficiency.