As Grabe points out, a student's working memory is critical to language acquisition and literacy. Educators must be careful not to overload this working memory and at the same time create educational opportunities that highlight the important processes needed to increase fluency. Being a constant delicate balance, educators must also address the associative component of Adaptive Rational Thought Control (ACT-R) by offering their students repeated and extensive exposure to print while at the same time employing scaffolding and chunking methods, once again so as not to overload the work.