A ''Develop a schema of the reading process that includes the idea that reading is more than translating - reading is thinking.”
B “Talk about their reading and explain how they make sense of a text.”
C ''Read extensively for pleasure in English and discuss their reading with someone who can model the literate behaviors expected in an English-language context.”
D “Keep reading every word in spite of reading faster.”
E “Learn to vary their reading rate to suit their purpose in reading.”