How should a teacher address comprehension issues after students read an informational text fluently?

To effectively address comprehension issues after students read an informational text fluently, introducing key vocabulary and supporting close reading is essential. Comprehension often hinges on the students' ability to understand important concepts and terms used within the text. By introducing key vocabulary, teachers ensure that students are familiar with the language and terminology that can affect their understanding of the material.

Close reading involves examining the text in detail, encouraging students to analyze and engage deeply with the content. This practice allows them to consider the structure, language, and intentions behind the text, which are particularly important for grasping complex informational texts. Through targeted questions and discussion during close reading, students can clarify misunderstandings and build a more robust comprehension of the material at hand.

The other options do not directly target the specific comprehension challenges that arise after reading. For instance, using texts at the students' independent reading level might help with fluency but does not necessarily enhance understanding of the content already presented. Providing instruction in test-taking strategies may be beneficial for assessing comprehension but does not directly improve the students' actual understanding of the text. Lastly, emphasizing narrative texts diverts attention from the essential skills needed for decoding and comprehending informational texts, which is what the question specifically addresses. Thus, focusing on vocabulary and