Cassie is a second-grade student with a visual impairment. Cassie has a magnifier for near tasks but uses it only occasionally. Cassie's mother, also visually impaired, uses an electronic magnifier to access print and moves the book under the device's camera to track lines as Cassie reads aloud. Which option would best support Cassie's reading fluency?

Cassie is a second-grade student with a visual impairment. Cassie has a magnifier for near tasks but uses it only occasionally. Cassie's mother, also visually impaired, uses an electronic magnifier to access print and moves the book under the device's camera to track lines as Cassie reads aloud. Which option would best support Cassie's reading fluency?

• A. The TVI should provide instruction to Cassie in utilization of an electronic magnifier independently
• B. The TVI should reinforce the caregiver's technique for fluency
• C. The TVI should replace magnification with large-print books only
• D. The TVI should switch to audio-based reading activities

Answer: (A)

Providing direct instruction to Cassie on how to use the electronic magnifier independently is the best way to support her reading fluency. When Cassie can access print reliably and control the device herself—adjusting magnification, tracking lines with the camera, and moving through text as she reads aloud—she can practice fluency with less reliance on a caregiver. This builds speed, accuracy, and expression across more text, which are core aspects of reading fluency, while fostering Cassie’s autonomy with her assistive technology. The TVI can model the process, guide Cassie through guided practice, and gradually fade supports so she can use the device independently during classroom reading activities. Relying on the caregiver’s technique keeps Cassie dependent on another person and doesn’t develop her skills to operate the tool. Replacing magnification with large-print books limits access to many texts and doesn’t leverage the available technology to improve fluency. Audio-based reading activities might support comprehension but won’t develop fluent reading with print when a magnifier is available.

Providing direct instruction to Cassie on how to use the electronic magnifier independently is the best way to support her reading fluency. When Cassie can access print reliably and control the device herself—adjusting magnification, tracking lines with the camera, and moving through text as she reads aloud—she can practice fluency with less reliance on a caregiver. This builds speed, accuracy, and expression across more text, which are core aspects of reading fluency, while fostering Cassie’s autonomy with her assistive technology. The TVI can model the process, guide Cassie through guided practice, and gradually fade supports so she can use the device independently during classroom reading activities. Relying on the caregiver’s technique keeps Cassie dependent on another person and doesn’t develop her skills to operate the tool. Replacing magnification with large-print books limits access to many texts and doesn’t leverage the available technology to improve fluency. Audio-based reading activities might support comprehension but won’t develop fluent reading with print when a magnifier is available.