Cho, Byeong - young・Seo, Soo - hyun There is a growing interest in the Common Core State Standards among researchers and educators in Korea, along with increased attention to the future curricular standards for Korean language education. This study analyzes the core reading competencies that the CCSS anchor standards for reading represent. Five core reading skills are identified: close reading, digital text reading, multiple text reading, disciplinary reading, and complex text reading. This review, based on the state-of-theart research in reading, suggests that while the CCSS standards reflect the role and importance of text in treading and the central themes of literacy research (e.g., new literacies, content area literacy, multiple text reading), the accounts of these five core reading skills do not fully honor the complexities of reading that research has explicated in the past decades. The CCSS standards lack consideration in reader factors (e.g., prior knowledge, metacognition, motivation, development): The CCSS standards heavily emphasize text-based reading skills, which are required for comprehending complex texts analytically. A consequence is that the CCSS standards describe reading as a text-driven cognitive enterprise and are silent about affective, social, and developmental competencies that are essential for student growth. Implications are discussed, in relation to what promises and limits should be considered in interpreting the CCSS as Korean educators attempt to envision future Korean language curricular standards.