The temptations vary by age, I think: those 20-25 are tempted to interpret readings through an "it fits with my preconceptions or doesn't" filter, while older students are more tempted to conflate their preexisting notions and something they read in class. When I read, I tend to imagine a dialog with the text. I still don't know how to make sure students have a similar orientation.
Ed-tech pundits succumbing to the second temptation tends to inspire posts here.
Later... I'm reminded that we can make the same mistake while "reading" things other than books...
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