In the context of reading support, which teacher response encourages students to use semantic and syntactic cues?

The response that best encourages students to use semantic and syntactic cues is the suggestion to "Try reading it again to see if it makes sense." This approach invites students to engage with the text on a deeper level, prompting them to analyze the meaning of the words and sentences in context. When students are encouraged to reread, they are more likely to employ their knowledge of both semantics (the meanings of words and phrases) and syntax (the structure and rules governing sentence formation) to make sense of the text. This holistic approach helps reinforce the connection between how language is structured and what it means, which is fundamental for comprehension.

Focusing on pronunciation and fluency, on the other hand, emphasizes decoding skills but does not specifically guide students in interpreting meaning. Similarly, looking for nearby words for clues primarily directs attention to isolated words rather than the relationship between them in constructing meaning. Using context clues to infer meanings does support comprehension, but it is less direct in eliciting students' analysis of both semantic and syntactic aspects of the language. Thus, the first response most effectively enhances students' ability to integrate different language cues for better understanding.