There was a terrific article in Ed Leadership this past October which discussed 
the need to move to process praise.  Rather than good job or that is what good 
readers do, the author (s ??) suggest specific priase related to the process. I 
suppose an example related to reading would be, "I like the way that you 
combined rereading with chunking to figure that word out."

Lori


----- Original message -----
From: Debra <[EMAIL PROTECTED]>
To: 'Mosaic: A Reading Comprehension Strategies Email Group' 
<[email protected]>
Date: Tuesday, 2008, 08 Of January 21:47
Subject: Re: [MOSAIC] what good readers do

> Rosie, I can't add anything to the list Deb gave you, but I will say one
> thing about this.  I began my Readers Workshop several years ago after
> attending professional development with Sharon Taberski and Kathy Collins of
> Teachers College of NY.  It was excellent training and I followed their
> language with my kids of talking about what "good readers" do.  Then last
> summer I heard Peter Johnston, author of Choice Words.  He emphasized that
> when we tell kids what "good readers" do, we are sending the message that
> there are good and bad readers and the students who are weaker readers or
> struggling will label themselves as bad readers.  He advocated against using
> the phrase "good readers" so this year I have pushed myself to rephrase that
> as "deep readers" and I talk about what we do when we read deeply.  This
> actually made a lot of sense to me because, as I tell the kids, I don't
> always read deeply.  Sometimes I scan, as with the newspaper often.  This
> approach has worked so well for me that next year I'm going to change my
> ant-themed classroom to an ocean theme to go with the "deep readers." 
> 
> 
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