WGU C730 Task 2 – Reading Assessment | Passed on
First Attempt | 2025 Update | Complete Solution
A. Identify two strategies, one for each student in the attached “Student Profiles,” that you could
use in the lab to help improve reading comprehension.
Sofia is a 10th grade student who struggles with decoding multisyllabic words at grade
level. She also struggles with reading fluency and comprehending the main points of
disciplinary texts. A useful strategy for Sofia would be reciprocal teaching. This is an
instructional strategy that involves discussions and use of reading strategies (Fitzell, 2011).
Matteo is an 11th grade student whose primary language is Italian. He experiences
difficulties with reading fluency and interpreting the overall message of texts. Heavy reading
assignments are hard for Matteo due to English not being his first language. A strategy for
Matteo could be grade level picture books.
1. Explain how your two chosen strategies could help the students improve their reading
comprehension.
By participating in reciprocal teaching Sofia should be able to become a more
independent reader (Fitzell, 2011). Reciprocal teaching allows for students to discuss texts
together and summarize the texts. When students participate in reciprocal teaching they can
become better critical thinkers, predictors, and summarizers (Fitzell, 2011). Sofia can
comprehend texts when she listens to peers read, therefore I believe that if she talks with
peers about what was read in the texts, she will greatly improve her skills.
Matteos comprehension can be improved with the use of picture books because visual
aids can be helpful for any and all students because they help improve comprehension and
build mental models (Fitzell, 2011). Mental models can be used to increase understanding of
the texts. The shorter length of picture books helps students to gain better reading strategies
and greater understanding of difficult content (Fitzell, 2011). Picture books provide ELL
students a tool with visual cues to help build their English-language acquisition. Students can
recall literary terms, and understand vocabulary as well as complex ideas (Fitzell, 2011).
B. Describe two specific reading strategies that could be used to scaffold instruction for Sofia,
who is described in the “Student Profiles” attachment, for the reading requirements
associated with the attached “Homework Assignment.”
One reading strategy that could be used for Sofia is the Somebody-Wanted-But-So
(SWBS) summary strategy. SWBS can be used during or after reading a text to help
understand some literary elements like conflicts and resolutions, and it can also be used as a
tool to summarize in Social Studies as well as other disciplines (Fitzell, 2011). The first S is
for who, the W is what they wanted, B is the conflict that arose, and the second S is the
resolution to the conflict. Summarizing text helps students connect to the material in a
First Attempt | 2025 Update | Complete Solution
A. Identify two strategies, one for each student in the attached “Student Profiles,” that you could
use in the lab to help improve reading comprehension.
Sofia is a 10th grade student who struggles with decoding multisyllabic words at grade
level. She also struggles with reading fluency and comprehending the main points of
disciplinary texts. A useful strategy for Sofia would be reciprocal teaching. This is an
instructional strategy that involves discussions and use of reading strategies (Fitzell, 2011).
Matteo is an 11th grade student whose primary language is Italian. He experiences
difficulties with reading fluency and interpreting the overall message of texts. Heavy reading
assignments are hard for Matteo due to English not being his first language. A strategy for
Matteo could be grade level picture books.
1. Explain how your two chosen strategies could help the students improve their reading
comprehension.
By participating in reciprocal teaching Sofia should be able to become a more
independent reader (Fitzell, 2011). Reciprocal teaching allows for students to discuss texts
together and summarize the texts. When students participate in reciprocal teaching they can
become better critical thinkers, predictors, and summarizers (Fitzell, 2011). Sofia can
comprehend texts when she listens to peers read, therefore I believe that if she talks with
peers about what was read in the texts, she will greatly improve her skills.
Matteos comprehension can be improved with the use of picture books because visual
aids can be helpful for any and all students because they help improve comprehension and
build mental models (Fitzell, 2011). Mental models can be used to increase understanding of
the texts. The shorter length of picture books helps students to gain better reading strategies
and greater understanding of difficult content (Fitzell, 2011). Picture books provide ELL
students a tool with visual cues to help build their English-language acquisition. Students can
recall literary terms, and understand vocabulary as well as complex ideas (Fitzell, 2011).
B. Describe two specific reading strategies that could be used to scaffold instruction for Sofia,
who is described in the “Student Profiles” attachment, for the reading requirements
associated with the attached “Homework Assignment.”
One reading strategy that could be used for Sofia is the Somebody-Wanted-But-So
(SWBS) summary strategy. SWBS can be used during or after reading a text to help
understand some literary elements like conflicts and resolutions, and it can also be used as a
tool to summarize in Social Studies as well as other disciplines (Fitzell, 2011). The first S is
for who, the W is what they wanted, B is the conflict that arose, and the second S is the
resolution to the conflict. Summarizing text helps students connect to the material in a
