When a teacher guides students in analyzing data displays, what developmental support is primarily provided for their content-area reading?

The focus of the correct choice centers on helping students develop the ability to create summaries and paraphrases, which are essential skills for effective content-area reading. This type of developmental support encourages students to comprehend and restate information in their own words, thereby improving their understanding of the material and promoting academic integrity by avoiding plagiarism.

By guiding students in this practice, teachers help learners engage more critically with the data displays they are analyzing. Summarizing information requires students to distill complex ideas, fostering higher-order thinking skills and a deeper grasp of the content. These skills are particularly important in social science, where students often need to interpret quantitative and qualitative data in the context of larger narratives or arguments.

In comparison, the other options, while relevant to content-area reading, do not directly address the crucial skill of summarization. For example, tracing an author's argument emphasizes analytical skills but does not inherently lead to the ability to generate original summaries. Recognizing text structures and vocabulary is vital for comprehension, but it does not focus on the creation of new content. Similarly, understanding historical contexts enriches data interpretation but does not specifically deal with summarizing or paraphrasing. Each of these aspects contributes to reading skills in their own way, but the development of summaries as a