A Choosing texts that match students' exact proficiency level to prevent frustration with unfamiliar content.
B Requiring students to read texts that they can fully understand without assistance, focusing on fluency over exposure to new language.
C Assigning highly complex texts to ensure that students are challenged beyond their current proficiency.
D Selecting texts that contain a few new vocabulary items and structures, encouraging natural language acquisition through context clues.
E Providing direct grammar instruction before reading, to prepare students for upcoming complex structures.