In a first-grade activity where a teacher reads a story from flashcards with unfamiliar words written large and points to each word, which reading skill is most promoted?

In a first-grade activity where a teacher reads a story from flashcards with unfamiliar words written large and points to each word, which reading skill is most promoted?

• A. Reading Fluency
• B. Word Recognition
• C. Thematic Awareness
• D. Phonological Awareness

Answer: (B)

Word recognition is being developed here. When students see unfamiliar words in large print and the teacher points to each one, they practice identifying the printed word as a whole and linking it to its meaning, which builds automatic recognition of sight words. That quick identification helps reading move more smoothly in the future because they don’t have to pause to sound out every letter. This activity isn’t about moving through connected text with pace and expression, so fluency isn’t the main focus. It also doesn’t target manipulating sounds in words, which is the goal of phonological awareness, nor does it center on understanding the story’s content or theme, which would be thematic awareness.

Word recognition is being developed here. When students see unfamiliar words in large print and the teacher points to each one, they practice identifying the printed word as a whole and linking it to its meaning, which builds automatic recognition of sight words. That quick identification helps reading move more smoothly in the future because they don’t have to pause to sound out every letter. This activity isn’t about moving through connected text with pace and expression, so fluency isn’t the main focus. It also doesn’t target manipulating sounds in words, which is the goal of phonological awareness, nor does it center on understanding the story’s content or theme, which would be thematic awareness.