Close reading emphasizes in-depth comprehension of subject matter. In mathematics, pupils too frequently want to survey the reading of word problems without understanding what is involved and what is called for in problem solving. Rereading might well provide needed information. Clarity of understanding is poignant. Vocabulary terms must be pointed out with pupils seeing these in print on a white board. In making connections, these terms might well be key ideas in relating abstract words and sentences in the identified mathematical problem. Thus, the problem becomes more vivid and assists in the solution of the problem, be it from the basal textbook, workbook, and/or personal mathematics problem.