Connecticut Foundations of Reading Test (FORT) Practice

The strategy that enhances word identification in reading through the use of leveling to choose appropriate texts is grounded in the concept of providing learners with materials that match their current reading abilities. By selecting texts that are appropriately leveled, students are more likely to encounter words and sentence structures they can understand and decode. This approach promotes engagement and confidence, allowing learners to build their vocabulary and comprehension skills progressively. Selecting texts at the right level facilitates a supportive environment where students can practice word identification without being overwhelmed by content that is too difficult. When students read texts that neither too easy nor too challenging, they are able to focus on decoding words and understanding meaning in context, which significantly contributes to their overall reading development. In contrast, other strategies listed may not be as effective for enhancing word identification. Reading advanced texts immediately can lead to frustration and hinder a learner’s progress if the material is beyond their understanding. Listening to audiobooks may help with comprehension and enjoyment, but it does not actively engage students in the process of decoding written words, which is essential for word identification. Lastly, focusing solely on phonetic sounds can be limiting; while phonemic awareness is foundational, it is not sufficient on its own for improving overall reading ability without the connection to meaningful texts. Engaging with