Originally Posted by ultramarina
If you want a glimpse into the thinking of the teacher who doesn't want your child reading anything above grade level, here you go.

http://www.nais.org/Magazines-Newsl...Slow-and-Steady-Still-Wins-the-Race.aspx

From the article:

"The symptoms of the Harry Potter Effect persist well past kindergarten and first grade. They appear even more severe as these early readers seem to plateau in their growth just as their peers begin to catch up. Children suffering from the Harry Potter Effect feel these symptoms most acutely as they sense their status as the “best” is being threatened. Children whose self-esteem is bonded so tightly with their image as being “smart”—which is consistently the adjective parents and schools use to describe children who read at a young age—can experience painful resentment as they see more and more of their peers placed in the advanced reading group and thrive there. These first graders who had proudly shared with anyone who would listen that they were reading Harry Potter are at risk of becoming fourth graders who must be incentivized in order to read anything at all."

This gets into what I was trying to articulate with respect to developmental arc.

Some kids are like what this teacher sees.

Some are not.

So, this thinking is appropriate in some situations and not in others.