Arkansas Foundations of Reading Test (FORT)

When should teachers intervene with reading errors according to one approach?

1. Only when errors affect the meaning of text

2. Only during end-of-term exams

3. For every minor error

4. When the student asks for help

The correct answer is: Only when errors affect the meaning of text

Selecting to intervene when errors affect the meaning of the text aligns with effective reading instruction practices. This approach recognizes that comprehension is the ultimate goal of reading; therefore, teachers should prioritize their interventions based on whether an error impedes the student's understanding of the material. Addressing errors that do not significantly alter meaning may disrupt the flow of reading and discourage students, as they could be fixating on minor issues rather than focusing on overall comprehension and engagement with the text. This method fosters a supportive learning environment where students can develop fluency and confidence in their reading skills, intervening when absolutely necessary to ensure they grasp the material's core content. The other options suggest less effective strategies for intervention. For instance, waiting for students to ask for help or focusing on minor errors can undermine students' confidence or divert attention from the overall goal of comprehension. Additionally, limiting intervention to exams neglects the ongoing, formative nature of reading instruction needed to help students grow over time. This makes the approach of intervening only when errors affect comprehension the most sound educational practice.