What additional modification should a teacher make to improve students' oral reading performance using the repeated reading approach?

Providing explicit teacher feedback on accuracy and prosody is critical for improving students' oral reading performance using the repeated reading approach. This method emphasizes not just the number of times a student reads a text but also the quality of those readings. By offering specific feedback, a teacher can help students understand where they may be mispronouncing words, how to improve their phrasing, and how to convey meaning through intonation and expression.

Feedback on accuracy ensures that students are reading the text correctly, which is essential for comprehension. Without accuracy, students might develop incorrect reading habits that can hinder their overall literacy development. Additionally, guidance on prosody—how well students use rhythm, stress, and intonation—helps them become more fluent readers. This fluency contributes to better comprehension as students are more able to focus on the meaning of the text rather than struggling with decoding words.

The other options, while potentially beneficial in certain contexts, do not directly enhance the effectiveness of the repeated reading approach in the same targeted and impactful way that explicit feedback does. Increasing practice time might lead to more fluency but does not address the quality of performance. Performing in front of the class could introduce anxiety for some students, possibly detracting from their performance. Lastly, frequently changing partners might