What is the first step a teacher should take to help a student with poor comprehension of informational texts despite good decoding skills?

The first step a teacher should take when a student exhibits poor comprehension of informational texts but demonstrates good decoding skills is to use questioning to assess the student's vocabulary and background knowledge. Understanding vocabulary and the context in which words and ideas are presented is crucial for comprehension, especially in informational texts that often contain specific terms and concepts.

When students have strong decoding abilities, they can read words accurately, but comprehension requires more than just the ability to decode. It involves interacting with the text, connecting ideas, and understanding the meaning behind the information presented. By assessing vocabulary and background knowledge through targeted questioning, the teacher can identify any gaps or misunderstandings that may hinder the student's ability to grasp the content of the texts they are reading.

Additionally, this approach helps the teacher determine how well the student can relate new information to what they already know, which is vital for building comprehension skills. Addressing vocabulary and background knowledge enables the teacher to create tailored support, allowing the student to engage more deeply with the informational texts.