I guess I find myself a bit taken back by the idea that this would happen. As a teacher and now as a coach, it simply has never been an issue. When children are given equal access to text, which sometimes means read aloud and sometimes means text differentiation, nearly all children are capable of pretty intense thinking. If kids are getting this notion, then classroom climate and unintentional messaging may be part of the problem.
Take care not to assume that it will be the typically 'better students' that will be most successful with deep thinking. Lori On 8/13/08 4:09 PM, "Raymond E Robinson" <[EMAIL PROTECTED]> wrote: > Hello, my name is Ray and I am a student at Wayne State University. I was > wondering. Is there a way to prevent a student with an advanced reading > comprehension level from thinking he/she is better than students at a lesser > reading comprehension level? > > _______________________________________________ > Mosaic mailing list > [email protected] > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > -- Lori Jackson District Literacy Coach & Mentor Todd County School District Box 87 Mission SD 57555 http:www.tcsdk12.org ph. 605.856.2211 Literacies for All Summer Institute July 17-20. 2008 Tucson, Arizona _______________________________________________ Mosaic mailing list [email protected] To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
