Which teaching strategy is effective for improving reading skills in students with mild disabilities?

Phonics-based instruction focusing on decoding and comprehension is effective for improving reading skills in students with mild disabilities because it provides a systematic approach to understanding how letters and sounds connect. This method helps students learn to decode words, which is crucial for reading fluency. It enhances their ability to sound out unfamiliar words independently and improves their overall comprehension of texts when they can break down and understand the individual components of words.

Additionally, this strategy supports the development of phonemic awareness, which is foundational for reading. By integrating decoding skills with comprehension strategies, students can not only read words accurately but also understand and engage with the material they are reading. This dual focus is particularly beneficial for students with mild disabilities, as it addresses both the mechanical aspect of reading and the meaning-making process that follows.

On the other hand, options that emphasize primarily using sight words do not sufficiently address the need for decoding skills. Reading aloud without guidance may lack the necessary instructional support that students with mild disabilities require to develop their reading abilities effectively. Finally, focusing solely on grammar at the expense of reading fluency could detract from the overall reading experience and hinder the development of essential reading skills.