Climbing the LADDER OF READING & WRITING:
Meeting the Needs of ALL Learners
Referring to her widely recognized infographic, The Ladder of Reading & Writing© (Young, 2023), Nancy will provide an overview of the continuum of ease in learning to read and write. Recognizing that the “science of reading” continues to evolve, Nancy will then explain the terms presented within her infographic. Throughout the presentation Nancy will emphasize the crucial importance of instructional planning, grouping, and material selection systematically designed to be differentiated based on the needs of individual students.
Students Who Are Advanced in Reading (AIR):
Are They Being Served?
Education that is equitable provides appropriate learning opportunities for every student every day. With current literacy efforts becoming increasingly focused on improving instruction for those students for whom learning to read is more challenging, might we be unwittingly hindering educational progress for those students who begin kindergarten already reading as well as those students who progress very quickly once school begins? In this session Nancy will present an overview of the research indicating that the learning needs of many students advanced in reading (AIR) are not being effectively addressed. She will suggest that educator knowledge of how to extend and accelerate instruction is necessary, and may be particularly important to effectively support advanced readers from culturally, linguistically, and economically diverse backgrounds.
Common Literacy Challenges for Students With ADHD
Within most elementary classrooms are students with the exceptionality of ADHD. Often not formally identified in the early years of school, these students are at risk for academic and social-emotional struggles if their ADHD needs are not adequately met. In this session, Nancy will contrast literacy instruction for students with ADHD who experience challenges in learning to read compared with instruction for students with ADHD who are advanced in reading (AIR) yet for whom writing is challenging. The importance of small-group instruction for students with ADHD, differentiated for skill development and providing enrichment as well as recognizing personal strengths and interests, will be emphasized.
Twice-exceptional (2e) Students Who are Gifted with Co-occurring Dyslexia
Effective ways to support students who are gifted (IQ) is rarely a part of pre-service and ongoing teacher training, and awareness of ways to support students who are intellectually gifted and who have co-occurring dyslexia receives even less attention. Sometimes described as being twice-exceptional (2e), these students require dually-differentiated programming that addresses both their intellectual ability and their challenges in learning to read/write. In this session, Nancy will summarize the current research on students who are gifted and have dyslexia, recognizing current gaps in the research. She'll then suggest ways to provide differentiated literacy instruction that is intellectually engaging while teaching foundational reading skills. The need to support social-emotional issues will be addressed, including drawing attention to some widespread myths.
Twice-exceptional (2e) Students Who are Gifted with Co-Occurring ADHD
Within some elementary classrooms are gifted (IQ) students with the co-occurring exceptionality of ADHD. Often not formally identified, these students are at risk for academic and emotional struggles if their giftedness as well as their ADHD needs are not met. In this session, Nancy will summarize the research on learners who are gifted with a co-occurring exceptionality (2e) generally, and then research specific to students who are 2e gifted with ADHD. She’ll then contrast literacy instruction for gifted students with ADHD who experience challenges in learning to read compared with instruction for gifted students with ADHD who are advanced in reading (AIR) yet for whom writing may be challenging. The importance of small-group instruction for 2e students with ADHD, differentiated for skill development and providing enrichment as well as recognizing personal strengths and interests, will be emphasized.
Any of the above topics may be booked as a conference keynote or as a conference breakout session. One-hour webinars can also be arranged. The above topics can also be combined to present a half- or full-day session.
Please email Nancy to book: email@example.com