There is so much to say about gifted readers. Sadly, we are currently being left out of many conversations about reading instruction. I have been digging into this for awhile now and have seen very limited current discussion on the experiences of a gifted reader and even less about reading instruction for gifted and advanced readers.
So, here I am. Offering my perspective - from my lens and personal experience. By no means am I an expert. Just someone with almost two decades of classroom teaching experience - as well as my personal reading journey and with my son - a gifted reader.
Undoubtedly, you have seen or heard of the current debate among our teachers, parents, investigative journalists, and education curriculum publishing companies. Professionals with years of experience in the field of reading instruction and the way we should teach reading to children have come under scrutiny - some warranted, some not.
Since the Covid-19 pandemic began, there has been increased scrutiny into what is being taught in classrooms across America. Once again - some warranted. But this post is about reading instruction for gifted and advanced readers.
The Science of Reading is the newest focus in education circles. A greater focus on phonics instruction. Matching the sound a letter makes to the visual letter representation. Less independent reading because it may not be a good use of instructional time. You may have heard of “decodeable books”, “3 cueing systems” and “orthographic mapping” and be completely lost. You would not be alone. Many classroom teachers are currently questioning their own teaching practices, doubting themselves and fearful to ask questions, yet are doubling down on new professional development opportunities in order to correct their own misconceptions about how readers learn to read. .
Years of brain research into how a person learns to read is, and has been available. However, the most widely used reading programs and curricula have come under fire for - I don’t want to say “ignoring” - not including and utilizing what the research has told us. Teachers were provided resources and used them. Now we have new trainings and resources. These will be used as well. I hope we see better results for our millions of school children and adults.
Again, I ask - What about our Gifted and Advanced Readers?
In an earlier post on gifted readers, I shared a bit about my personal experience as a student - just beginning school. I was a precocious reader and quite a challenge for my teachers, I imagine. They did not usually have the resources to keep me engaged so I was left to my own devices, finding books that interested me. Some good, some not so good. I provided a few thoughts about our gifted readers and a few practical tips.
My son was much the same. I recognized it and was able to help his teachers by providing extra opportunities and resources that were more suitable for him. His monthly reading assessments had him years beyond his grade level, which was a challenge to be sure. He had advanced vocabulary and was able to write to the highest level on the state writing assessments. The point is - the general education curriculum was not going to help him become a better reader. He was a strong reader already. He needed something different.
I understand that we are the outliers.
But someone has to talk about it. Gifted readers do exist.
Gifted readers need value and novelty. They need to have rich discussions about stories and characters. Villains and heroes. They need to research settings and disprove implausible science fiction. They need to write plays and movie scripts - complete with musical scores and set design. They need to read and write poetry. They need to read rich, high interest literature, paired with complex and detailed informational text - usually regarding topics that are not traditionally offered. They need to listen to and create podcasts. They need to debate history, detect bias in advertisements and question authority in myths and fables. Gifted readers need choice. They need to study authors and make connections. They need to ask questions and seek answers. They need to innovate and see the power of the written and spoken word as change agents in their communities.
Gifted readers need a much richer experience - much earlier - than many realize.
And - yes- they need good phonics instruction. After all, this is how the brain makes the connections between letter/sound. They need to learn how to read words, along with having rich vocabulary and strong background knowledge. These are all necessary to comprehend and make meaning of the words we read. However, this should all be personalized to their unique needs. A gifted reader will make these connections far quicker and be ready for more advanced instruction. We cannot dismiss this, as it is central to their giftedness. Their brains are uniquely wired to learn more quickly. Ignoring their giftedness will lead to very unwanted results - such as underachievement, boredom, stagnation and often, lack of interest in their education which persists for years.
Gifted readers need strong background knowledge. Most of them will have passions and interests that go far beyond what the scheduled curriculum offers.
I do not believe that this is a zero sum game for our gifted and advanced readers. They should not be expected to have one or the other.
This is where providing choice, quality resources, depth and complexity will greatly benefit our gifted readers. A well-trained teacher will know how to provide appropriate learning opportunities to not only engage them but help them flourish by facilitating vocabulary development, building of background knowledge, and cultivating critical and creative problem solving skills. It should look different because they are different. Our advanced and gifted readers need us to advocate for their needs - and this is usually far more than a standard or commonly utilized reading curriculum.
If you are so inclined to continue reading, here are a few other resources about gifted readers:
I would love to hear your thoughts about our gifted readers and how we can better serve their unique learning needs m in these ever changing landscapes.