MAINE LEARNING RESULTS ENGLISH LANGUAGE ARTS STANDARDS

Reading
What is Reading?
Literacy is a basic human right, achievable by all students. The literacy continuum develops across an individual’s lifetime, but literacy does not reside solely in the individual person; it requires and
creates relationships with others through communication and interaction. The goal of all reading instruction is to help students become competent consumers of a wide variety of texts in diverse forms so
that they can achieve independence, find meaning, and use literacy for lifelong learning, empowerment, and enjoyment.

What are Texts? 

A text is anything that can be read, heard or viewed. Texts may include words, images, objects, sounds, and symbols that convey messages from developers to consumers. They broadly encompass
multiple purposes, audience appeal, and a wide variety of human experiences that create meaning for the reader. A student’s experience with texts may range from handwritten cursive to multi-media
texts. When choosing texts, teachers must consider the qualities of complexity and the diversity of texts each student should experience. When choosing texts, teachers must consider the following:
● Various texts provide multiple opportunities for students to read broadly, widely, and deeply, including:
o texts that are diverse, intersectional, and multicultural, whose authors and purposes appeal to the range of human experience, creating opportunities for readers to see themselves
with clarity, others with insight, and worlds of possibility; and
o texts in diverse forms, which may include words, images, objects, sounds, and symbols that convey messages.
● Text complexity has three components: qualitative, quantitative and reader-task considerations.
o Qualitative refers to levels of meaning or purpose, text structures, language features, and knowledge demands.
o Quantitative refers to word and sentence length, word frequency and difficulty, syllabication, and text cohesion.
o Reader-task considerations refer to cognitive capabilities, motivation, knowledge, and experiences that are impacted by the reader’s purpose, type of reading, and intended
outcome(s). 

How are the Reading Standards Structured?

The reading standards are designed progressively, using specificity and scaffolding to engage all readers in pursuing skills and experiences that contribute to personal, communal, and global needs
and interests. This design promotes essential reading skills, allowing students to understand and enjoy a wide range of texts from a variety of perspectives. Teachers must employ a balance of research-
based instructional approaches and strategies designed to provide multiple opportunities for transfer of learning.
In order to build a reading foundation, the standards are detailed for individual grade levels, Kindergarten through Grade 5. Grades 6 through Diploma are organized in bands, allowing local
systems flexibility in course design and individual students opportunities for further growth.
The reading standards are comprised of five components:
● Foundational reading skills are directed toward fostering students’ understanding and working knowledge of concepts of print, the alphabetic principle, phonemic awareness, phonics and
word recognition, and other basic conventions of English. (Standards 1-3 )
● Key ideas and details refers to what texts explicitly and implicitly say in order to make inferences and draw conclusions about meaning. (Standards 4-6)
● Author’s craft and structure refers to how authors use word choice, sentence structure, figurative language, and organization in order to convey ideas and meaning. (Standards 7-9 )
● Integration of knowledge and ideas refers to how readers explore, identify, organize, and synthesize meaning from multiple texts and perspectives. (Standards 10 & 11)
● Fluency is critical to both foundational reading skills and comprehension and refers to the ability to read accurately with appropriate rate, phrasing, inflection, and expression. (Standard 12)

Strand READING: FOUNDATIONAL SKILLS/ PRINT CONCEPTS

Standard 1 Demonstrate understanding of the organization and basic features of print.
Grade Childhood Early Adolescence Adolescence
Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grades 6-8 Grade 9-Diploma
Performance a. Follow words Recognize the Recognize the Some learners may enter your classroom without having mastered Some learners may Some learners may
Expectations from left to right, distinguishing distinguishing features the skills identified in previous grade levels or grade spans. In cases enter your classroom enter your classroom
top to bottom, and features of a of a paragraph (e.g. when this occurs, teachers should without having without having
page by page. indent). mastered the skills mastered the skills
sentence (e.g., first ● assess where students are,
b. Recognize that identified in previous identified in previous
word, capitalization, ● determine what they need to learn to master the skills

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Reading
spoken words are ending punctuation). appropriate to their grade level or grade span, and grade levels or grade grade levels or grade
represented in ● access district resources to help students move toward spans. In cases when spans. In cases when
written language by proficiency. this occurs, teachers this occurs, teachers
specific sequences should  should 
of letters. ● assess where ● assess where
c. Understand that students are,  students are, 
words are ● determine what ● determine what
separated by they need to they need to
spaces in print. learn to master learn to master
d. Recognize and the skills the skills
name all upper- appropriate to appropriate to
and lowercase their grade level their grade level
or grade span, or grade span,
letters of the
and  and 
alphabet. ● access district ● access district
resources to resources to
move students move students
toward
toward
proficiency.
proficiency.

Strand READING: FOUNDATIONAL SKILLS/ PHONOLOGICAL AWARENESS

Standard 2 Demonstrate understanding of words, syllables, and sounds (phonemes).
Grade Childhood Early Adolescence Adolescence
Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grades 6-8 Grade 9-Diploma
Performance a. Recognize and a. Distinguish long Some learners may Some learners may enter your classroom without having mastered Some learners may Some learners may
Expectations produce rhyming from short vowel enter your classroom the skills identified in previous grade levels or grade spans. In cases enter your classroom enter your classroom
words. sounds in spoken without having when this occurs, teachers should  without having without having
b. Count, single-syllable words. mastered the skills ● assess where students are,  mastered the skills mastered the skills
pronounce, blend, b. Produce single- identified in previous ● determine what they need to learn to master the skills identified in previous identified in previous
and segment syllable words by grade levels or grade appropriate to their grade level or grade span, and access grade levels or grade grade levels or grade
syllables in spoken blending sounds spans. In cases when district resources to move students toward proficiency. spans. In cases when spans. In cases when
words. (phonemes), this occurs, teachers this occurs, teachers this occurs, teachers
c. Blend and including consonant should  should  should 
segment onsets blends. ● assess where ● assess where ● assess where
and rimes of single- c. Isolate and students are,  students are,  students are, 
syllable spoken pronounce initial, ● determine what ● determine what ● determine what
words. medial vowel, and they need to they need to they need to
d. Isolate and final sounds learn to master learn to master learn to master
pronounce the (phonemes) in the skills the skills the skills
initial, medial spoken single- appropriate to appropriate to appropriate to
vowel, and final syllable words. their grade their grade level their grade level
sounds (phonemes) d. Segment spoken level or grade or grade span, or grade span,

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in three-phoneme single-syllable words span, and  and  and 
(consonant-vowel- into their complete ● access district ● access district ● access district
consonant, or CVC) sequence of resources to resources to resources to
words.* (This does individual sounds move students move students move students
not include CVCs (phonemes). toward toward
toward
ending with /l/, /r/, proficiency. proficiency.
or /x/.) proficiency.
e. Add or substitute
individual sounds
(phonemes) in
simple, one-syllable
words to make new
words.

Strand READING: FOUNDATIONAL SKILLS/ PHONICS AND WORD RECOGNITION

Standard 3 Know and apply grade-level phonics and word analysis skills in decoding words.
Grade Childhood Early Adolescence Adolescence
Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grades 6-8 Grade 9-Diploma
Performance a. Demonstrate a. Know the spelling- a. Distinguish long a. Identify and know Use combined Use combined Some learners may Some learners may
Expectations basic knowledge of sound and short vowels the meaning of the knowledge of all knowledge of all enter your classroom enter your classroom
one-to-one correspondences for when reading most common letter-sound letter-sound without having without having
letter-sound common consonant regularly spelled one- prefixes and correspondences, correspondences, mastered the skills mastered the skills
correspondences digraphs. syllable words. derivational suffixes. syllabication syllabication identified in previous identified in previous
by producing the b. Decode regularly b. Know spelling- b. Decode words with patterns, and patterns, and grade levels or grade grade levels or grade
primary or many of spelled one-syllable sound common Latin morphology (e.g., morphology (e.g., spans. In cases when spans. In cases when
the most frequent words. correspondences for suffixes. roots and affixes) to roots and affixes) to this occurs, teachers this occurs, teachers
sound for each c. Know final -e and additional common c. Decode read accurately read accurately should  should 
consonant. common vowel team vowel teams. multisyllabic words. ● assess where ● assess where
unfamiliar unfamiliar
b. Associate the conventions for c. Decode regularly d. Read grade- students are,  students are, 
long and short representing long spelled two-syllable multisyllabic words in multisyllabic words ● determine what ● determine what
appropriate
sounds with vowel sounds. words with long context and out of in context and out of they need to they need to
irregularly spelled
common spellings d. Use knowledge vowels. context. context. learn to master learn to master
words.
(graphemes) for the that every syllable d. Decode words with the skills the skills
five must have a vowel common prefixes and appropriate to appropriate to
major vowels. sound to determine suffixes. their grade level their grade level
c. Read common the number of e. Identify words with or grade span, or grade span,
high-frequency syllables in a printed inconsistent but and  and 
words by sight word. common spelling- ● access district ● access district
(e.g., the, of, to, e. Decode two- sound resources to resources to
you, she, my, is, syllable words correspondences. help students help students
are, do, does). following basic f. Recognize and read move toward move toward
d. Distinguish patterns by breaking grade-appropriate proficiency. proficiency.

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between similarly the words into irregularly spelled
spelled words by syllables. words.
identifying the f. Read words with
inflectional endings.
sounds of the
g. Recognize and
letters that differ. read grade-
appropriate
irregularly spelled
words.

Strand READING:KEY IDEAS AND DETAILS

Standard 4 Read various texts closely to determine what each text explicitly says and to make logical inferences; cite specific textual evidence to support
conclusions drawn from the texts.
Grade Childhood Early Adolescence Adolescence
Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grades 6-8 Grade 9-Diploma
Performance Ask and answer Ask and answer Ask and answer Ask and answer Refer to details and Accurately quote Cite several pieces of Cite strong and
Expectations questions with questions about who, questions about who, questions to examples in a text details and textual evidence that thorough textual
prompting and what, when, where, what, when, where, demonstrate when explaining what examples from the most strongly support evidence to support
text when explaining analysis of various
support about who, and how. how and why. understanding of a the text says an analysis of what the
what the text says texts in ways that
what, when, where, text, referring explicitly and when explicitly and when text says explicitly as demonstrate what the
and how. explicitly to the text making inferences. making inferences. well as inferences text(s) says explicitly
as the basis for the drawn from the text. and implicitly, including
answers. attending to moments
of textual inconsistency
or ambiguity.

Strand READING:KEY IDEAS AND DETAILS

Standard 5 Provide an accurate summary of various texts; determine the central idea(s) or theme(s) and analyze its development throughout each text. 
Grade Childhood Early Adolescence Adolescence
Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grades 6-8 Grade 9-Diploma
Performance a. Retell familiar a. Retell texts, a. Retell texts, a. Retell texts, a. Summarize texts, a. Summarize texts, a. Provide an accurate a. Provide accurate
Expectations texts with including details including details including details including details including theme and summary of various summaries of various
prompting and about who, what, about who, what, about who, what, about who, what, character texts; texts that make clear
support, when, where, and when, where, how, when, where, why when, where, how development. the relationships
b. Determine theme(s)
including details how; demonstrate and why; and how; explain and why; explain how b. Summarize texts, among the key details
about who, an understanding demonstrate how the theme is the theme is or central idea(s) and and ideas.
including how the
what, when, of the theme. understanding of supported. supported. analyze how its b. Determine the
key details support
where, and how. b. Retell key details the theme. b. Explain how the b. Summarize texts, development is theme(s) or central
two or more central
b. Retell key of texts, including b. Identify the main key details support including how the key conveyed over the idea(s) of various texts
details of texts the main topic. topic of a multi- ideas.

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with prompting paragraph text and the central idea of a details support the course of the texts, and analyze the
and support, the central ideas of text. central idea. including its development of the
including the specific relationship to specific theme(s) or central
main topic. paragraphs.
supporting details. idea(s) over the course
of the texts, including
how elements interact
and build on one
another, to provide a
complex account or
analysis.

Strand READING: KEY IDEAS AND DETAILS

Standard 6 Analyze how and why individuals, events, and ideas develop and interact over the course of a text. 
Grade Childhood Early Adolescence Adolescence
Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grades 6-8 Grade 9-Diploma
Performance a. With prompting a. Describe a. Describe how a. Describe in depth a. Describe a. Analyze how two Analyze in detail how Analyze the impact of
Expectations and support, characters, settings, characters in a story a character, setting, characters in a story or more characters, an author develops an author’s choices
identify characters, and major events in a respond to major or event in a story, (e.g., their traits, settings, or events in individuals/characters, and determine how
events, ideas, specific individuals/
settings, and major story, including events and drawing on specific motivations, or a story are related,
elements and/or characters, elements
events in a story. details about who, challenges. details in the text feelings) and explain drawing on specific techniques to create and/or techniques,
b. With prompting what, when, where, b. Describe the (e.g., a character’s how their actions details in the text interactions over the events, or ideas
and support, and how. relationship between thoughts, words, or contribute to the (e.g., how course of a text (or a interact and develop
describe the b. Describe the a series of events, actions). sequence of events, characters interact). series of texts). over the course of the
connection connection between ideas or concepts, b. Explain the drawing on specific b. Analyze text (or a series of
between two two individuals, using language that relationship between details in the text. relationships or texts). 
individuals, events, events, ideas, or pertains to time, events, ideas or b. Explain the interactions between
ideas, or pieces of pieces of information sequence, and concepts, using relationships or individuals, events,
information in a in a text. cause/effect. language that interactions between ideas, or concepts
text. pertains to time, two or more throughout the text.
sequence, and individuals, events,
cause/effect, based ideas, or concepts,
on information from explicitly referring to
the text. specific information
from the text.

Strand READING: CRAFT AND STRUCTURE

Standard 7 Interpret words and phrases as they are used in various texts, including determining technical, connotative, and figurative meanings, and analyze how

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specific word choices shape meaning or tone. 
Grade Childhood Early Adolescence
Adolescence
Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grades 6-8
Grade 9-Diploma
Performance a. With prompting a. Identify words and a. Describe how a. Determine the a. Determine the a. Determine the Determine the
Determine the
Expectations and support, ask phrases in a text that words and phrases meaning of words meaning of words meanings of words meaning of figurative,
meaning of figurative,
and answer suggest feelings or supply rhythm and and phrases as they and phrases and phrases connotative, and
connotative, and
technical word
technical word
questions about appeal to the senses. meaning in a text. are used in a text, including figurative including figurative
meanings and phrases
meanings and phrases
unknown words in a b. Ask and answer b. Use provided distinguishing literal language as they are language and as they are used in
as they are used in
text. questions to help resources to from figurative used in a text. connotations as they various texts; analyze
various contexts and
b. With prompting determine or clarify determine meaning of language. b. Draw on a variety are used in a text. the impact of specific
texts; analyze the
and support, ask the meaning of words words and phrases in b. Use provided of strategies to b. Initiate strategies word choices and
impact of specific word
and answer and phrases in a text. a text. resources to determine meaning to determine techniques on
choices on meaning
questions about determine meaning of domain-specific meaning of domain- meaning and tone.
and tone, including
words with multiple
unknown words in a of domain-specific words and phrases. specific words and
meanings and/or
text. words and phrases. phrases. language that is
particularly evocative.
*Possibility of connecting to language standards: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to
comprehend more fully when reading or listening.
Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy. *

Strand READING: CRAFT AND STRUCTURE

Standard 8 Analyze the structure of various texts, including how the features and components relate to each other and the whole. 
Grade Childhood Early Adolescence Adolescence
Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grades 6-8 Grade 9-Diploma
Performance a. Identify texts that a. Explain major a. Describe the overall a. Refer to parts of a a. Explain how a. Explain how the Analyze how the a. Analyze the
Expectations tell stories. differences between structure of a text, text (e.g. chapters, individual parts of a text’s structure organization and organization and
b. Identify texts that texts that tell stories including describing scenes, or stanzas) text (e.g., chapters, supports its meaning structure of specific structure of specific
features and features and
provide information. and texts that give how the beginning and explain how scenes, or stanzas) and the author’s
components in various components in various
information, drawing introduces the story each successive part work together to purpose of the text texts develop ideas texts
on various text types. and the ending builds on earlier provide meaning to as a whole. and/or meaning, b. Evaluate the
b. Determine and use concludes the action. sections. the text as a whole. b. Compare and contributing to the effectiveness of text
text features (e.g., b. Explain how b. Use various text b. Identify the overall contrast the overall author’s purpose for structures in conveying
headings, bold print, various text features features (e.g., structure (e.g., structure (e.g., the text as a whole. the overall meaning
indexes, graphics, (e.g., headings, bold headings, bold print, chronology, chronology, and/or purpose of the
text as a whole.
tables of contents, print, indexes, indexes, graphics, comparison, comparison,
glossaries, links, graphics, tables of tables of contents, cause/effect, cause/effect,
icons) that help contents, glossaries, glossaries, links, problem/solution) of problem/solution) of
locate key facts or links, icons) are used icons) to locate key a text and explain events, ideas,

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information in a text. to locate key facts or facts or information in how the text features concepts, or
information in a text a text efficiently. help support the information in two or
efficiently. overall structure. more texts on the
same topic.

Strand READING: CRAFT AND STRUCTURE

Standard 9 Assess how perspective or purpose shapes the content and style of various texts. 
Grade Childhood Early Adolescence Adolescence
Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grades 6-8 Grade 9-Diploma
Performance a. With prompting a. Identify who is a. Acknowledge a. Distinguish the a. Compare and a. Describe how a Analyze how and why Analyze and evaluate
Expectations and support, name telling the story at differences in the reader’s personal contrast the point of narrator’s or authors from various how authors from
the author and various points in a points of view of point of view from view from which speaker’s point of contexts (e.g. diverse, various contexts (e.g.
intersectional, diverse, intersectional,
illustrator of a story text. characters that of the narrator or different texts are view influences how
multicultural, religious) multicultural, religious)
and define the role b. Distinguish b. Identify the main those of the narrated, including events are use perspective for use perspective and
of each in telling between information purpose of a text, characters. the difference described in various intended purposes purpose to shape the
the texts. provided by pictures including what the b. Distinguish the between first- and contexts. and/or audiences. intended content, style,
b. With prompting or other illustrations author wants to reader’s personal third-person b. Analyze multiple and effect of various
and support, name and information answer, explain, or point of view from narrations. accounts and/or texts.
the author and provided by the describe. that of the author of a b. Compare and contexts of the same
illustrator of a text words in a text. text. contrast primary and event or topic,
and define the role secondary sources of noting important
of each in the same event or similarities and
presenting the topic; describe the differences in the
ideas or information differences in perspectives they
in a text. perspective based on represent based on
information in the information in the
texts. texts.

Strand READING: INTEGRATION OF KNOWLEDGE AND IDEAS

Standard 10 Evaluate the argument and specific claims in various texts.  
Grade Childhood Early Adolescence Adolescence
Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grades 6-8 Grade 9-Diploma
Performance With prompting and Identify the reasons Describe how reasons Explain how an Explain how an a. Trace the a. Distinguish among a. Evaluate the
Expectations support, identify the an author or support specific points author or character author or character organization and fact, opinion, evidence, effectiveness of how
reasons an author character gives to an author or character uses reasons and uses reasons and development of a reasoning, and authors use literary
or character gives support points in a makes in a text.  evidence to support a evidence to support a qualifying statements and/or rhetorical
claim in a text.
to support points in text.  claim in a text.  claim in a text, in a text. strategies to develop
a text.  identifying which b. Determine the b. Evaluate the arguments in various
reasons and effectiveness of an effectiveness of how texts.

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evidence support the author’s or an author or character b. Evaluate the
claim(s). character’s claim develops the premises, claims,
. argument. and/or conclusions in
c. Assess the validity various texts, verifying
and reasoning of the the information when
argument, considering possible and
if the argument is corroborating or
relevant and sufficient. challenging
conclusions with other
sources of information.

Strand READING: INTEGRATION OF KNOWLEDGE AND IDEAS

Standard 11 Analyze and evaluate content presented in various texts (e.g. literary, historical, visual, artistic, quantitative, and technological).
Grade Childhood Early Adolescence Adolescence
Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grades 6-8 Grade 9-Diploma
Performance a. With prompting a. Use illustrations a. Use illustrations a. Explain how a. Compare and a. Analyze how a. Analyze how two or a. Evaluate and
Expectations and support, and words in a text to and words in a print or specific aspects of a contrast between diverse forms and more authors of synthesize multiple
describe the describe its digital text to text’s illustrations texts and other their features various texts present sources of information
relationship characters, setting, demonstrate contribute to the multimedia versions information by and various texts (e.g.,
contribute to the
between or events. understanding of its meaning of a text and how it influences emphasizing different literary, visual, artistic,
illustrations and the b. Compare and characters, setting, or (e.g., create mood, the meaning and meaning, tone, and interpretations of a and quantitative) in
text. contrast the plot. emphasize aspects author’s intent. author’s intent of a theme and/or topic. order to achieve a
b. With prompting experiences of b. Compare and of a character or b. Compare and text. b. Evaluate the specific purpose or to
and support, characters in various contrast two or more setting). contrast similar b. Compare and advantages and answer a question.
compare and texts. versions of the same b. Compare and themes, topics, and contrast how two or disadvantages of an b. Analyze how various
contrast the c. Use the story presented in contrast themes, patterns of events in more authors of the author’s choice for authors or texts
experiences of illustrations and diverse forms settings, characters, texts. using a specific form address similar themes
same text type
characters in two or details in a text to c. Explain how and plots of stories. c. Interpret and/or text type. or topics in order to
more familiar texts. describe its central specific visuals c. Use information information interpret similar build knowledge or to
c. With prompting idea. contribute to and gained from the text presented in diverse themes and topics. compare the
and support, d. Compare and clarify the meaning of features and the forms and explain c. Draw on approaches the
describe the contrast two texts on a text. words within to how the information information authors take.
relationship the same topic. d. Compare and demonstrate an contributes to an presented in various c. Synthesize
between the text contrast the understanding of the understanding of an texts in order to information from a
and what person, information presented whole text. idea or topic. range of sources (e.g.,
answer a question
place, thing, or idea d. Compare and texts, experiments,
by two texts on the or to solve a
the illustration contrast the key simulations) into a
depicts. same topic. details presented in problem. coherent
d. With prompting two texts on the understanding of an
and support, same topic idea or event, noting
compare and discrepancies among
contrast two texts perspectives.
on the same topic.

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Strand READING: FLUENCY
Standard 12 Read with sufficient accuracy and fluency to support comprehension
Grade Childhood Early Adolescence Adolescence
Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grades 6-8 Grade 9-Diploma
Performance Read emergent- a. Read various on- a. Read various on- a. Read various on- a. Read with a. Read with a. Read with sufficient a. Read with sufficient
Expectations reader texts with level text with level text with purpose level text with sufficient accuracy sufficient accuracy accuracy and fluency accuracy and fluency
purpose and purpose and and understanding. purpose and and fluency to and fluency to to support to support
understanding. understanding. b. Read various on- understanding. support comprehension. comprehension.
support
b. Read various on- level text orally with b. Read various on- comprehension. b. Read various on- b. Read various on-
level text with accuracy, appropriate level text with b. Read various on- comprehension. level texts with level texts with
accuracy, rate, and expression accuracy, level text with b. Read various on- purpose and purpose and
appropriate rate, and on successive appropriate rate, and purpose and level text with understanding. understanding.
expression on readings. expression on understanding. purpose and c. Use context to c. Use context to
successive readings. c. Use context to successive readings c. Read various on- understanding. confirm or self-correct confirm or self-correct
c. Use context to confirm or self-correct c. Use context to level text with c. Use context to word recognition. word recognition.
confirm or self- word recognition and confirm or self- accuracy,
confirm or self-
correct word correct word appropriate rate, and
understanding, correct word
recognition and expression on
recognition and rereading as recognition.
understanding, successive readings.
understanding, necessary. rereading as d. Use context to
rereading as necessary. confirm or self-
necessary. correct word
recognition and
understanding,
rereading as
necessary.

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