I think your last thought in your journal was very interesting; whether it is the best approach for children to be set up in reading classes based on reading level.
I think to an extent this is the best approach, in that when students are learning instructions or a basic skill, they need to understand it. If a weak reader and a strong reader are in the same group, how will you approach this? When looking towards the “magic middle” you were just talking about, the differences would be substantial. If you address the lesson towards the comprehension of the weaker reader, then the stronger reader will get bored. If you address the lesson towards the stronger reader, then the weaker reader will be lost and frustrated. I think, ideally, it would be good to integrate these classrooms for group activities. Initial learning may need to be in the different reading level classrooms, but then they could split off into small groups or reading pairs (the different leveled readers) in hopes of the stronger readers helping the weaker readers and vice versa. Of course, I have not taught a full class before so I do not know if this is feasible or if it would be effective, it is just an idea. Either way, I think you proposed an interesting thought with this.
I also think this goes towards Vygotsky’s theory that children should be guided in their learning. I don’t feel you could put an equation in front of a child and hope that he figures it out. He does need some guidance in order to process new things. Children should be able to benefit from the years of research and not start over on their own. What if we made each new scientist start from scratch with no guidance? There would be no progress in our society!
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