What is the appropriate response for a child who is unable to read a word?

The choice of utilizing a teacher prompt when a child is unable to read a word is grounded in the principles of supportive literacy instruction. When a child encounters a word they cannot read, providing a prompt helps scaffold their learning. This approach encourages problem-solving strategies and critical thinking, leading the child towards discovering the word independently rather than simply providing the answer.

Teacher prompts can take many forms, such as asking guiding questions or encouraging the child to look for context clues within the sentence or surrounding text. This type of interaction promotes engagement and builds the child's confidence, as they learn to rely on their own skills and strategies rather than becoming discouraged by difficulty.

In contrast, options like “Retry” or “Read” may not address the underlying issue of why the child is struggling and might not provide the necessary support to help them through the reading process. Meanwhile, simply labeling the child as “Unable” does not facilitate growth in their reading skills or confidence. Thus, using a teacher prompt is an effective strategy to help the child navigate challenges in reading.