During close reading, annotating confusing sections and looking for patterns primarily develops students' abilities in:

During close reading, annotating confusing sections and looking for patterns primarily develops students' abilities in:

• A. Decoding speed
• B. Vocabulary memorization
• C. Comprehension monitoring
• D. Spelling

Answer: (C)

Close reading hinges on understanding text deeply as you read. When students annotate confusing sections and look for patterns, they’re practicing comprehension monitoring—the ongoing awareness of what makes sense, what’s unclear, and how to keep meaning intact. This helps them decide when to re-read, ask questions, or infer meaning, so comprehension stays active rather than slipping away. Other skills aren’t as central to this process: decoding speed is about how fast you pronounce words, vocabulary memorization focuses on learning word meanings in isolation, and spelling isn’t directly tied to making sense of what the text says.

Close reading hinges on understanding text deeply as you read. When students annotate confusing sections and look for patterns, they’re practicing comprehension monitoring—the ongoing awareness of what makes sense, what’s unclear, and how to keep meaning intact. This helps them decide when to re-read, ask questions, or infer meaning, so comprehension stays active rather than slipping away. Other skills aren’t as central to this process: decoding speed is about how fast you pronounce words, vocabulary memorization focuses on learning word meanings in isolation, and spelling isn’t directly tied to making sense of what the text says.