Which strategy is NOT recommended for helping students who skip small words while reading aloud?

Encouraging silent reading practices is not an effective strategy for addressing the issue of students skipping small words while reading aloud. This is primarily because silent reading does not provide the opportunity for teachers or peers to observe and identify specific challenges that students may face. When students read in silence, they might not receive immediate feedback or guidance to correct their habits of skipping words.

In contrast, other strategies, such as providing direct instruction on fluency, utilizing guided reading sessions, or implementing reading comprehension questions that require detailed answers, directly engage students in the reading process. These methods facilitate opportunities for practice and correction in real-time, allowing students to focus on their reading fluency and to develop better habits. By contrast, silent reading may not address the underlying issues causing the word-skipping behavior.