During weekly independent reading time, fifth-grade students read high-interest literature and record their thoughts, reactions, and questions in a teacher-student dialogue journal. the dialogue journal activity is likely to promote students' reading proficiency primarily by:

It would promote students' reading proficiency by encouraging students' active construction of meaning with a text and developing their literary response skills

In Active construction of meaning, students would link the new information that they got with the information that they've already known. In the reading process linking the new word with the objects that they've already recognized in their mind would improve the likelihood of them remembering the meaning of that new word.