Climbing the LADDER OF READING & WRITING:

Meeting the Needs of ALL Learners

Nancy will provide an overview of the continuum of ease in learning to read and write as she explains the features and terms within her widely recognized infographic, The Ladder of Reading & Writing© (2023). While summarizing the instructional implications, Nancy will emphasize the crucial importance of instructional planning to address the wide range of needs in today’s classrooms, from students who are experiencing challenges learning to read to students are advanced in reading for their age. During this session, specific terms addressed will include “explicit”, “implicit”, “comprehensive”, “analytic”, “systematic design”, “data-informed” and “differentiation”. Nancy will encourage attendees to think about the evolving “science of reading”, current swings happening in the field, and gaps in the existing research.

This presentation is often booked as a conference keynote. It will reference information from the professional development book: Climbing THE LADDER OF READING & WRITING: Meeting the Needs of ALL Learners (2024), edited by Nancy Young, Ed.D. & Jan Hasbrouck, Ph.D.

OPTIONAL PRESENTATION OR WORKSHOP: During this alternative presentation or workshop about Nancy’s The Ladder of Reading & Writing© (2023), ALL ATTENDEES WILL HAVE A COPY OF THE BOOK Climbing THE LADDER OF READING & WRITING: Meeting the Needs of ALL Learners (2024), edited by Nancy Young, Ed.D. & Jan Hasbrouck, Ph.D. As Nancy addresses topics, attendees will be directed to chapters of the book that provide specific content related to those topics.

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.

This presentation will reference information from Nancy’s chapter on advanced readers in: Climbing THE LADDER OF READING & WRITING: Meeting the Needs of ALL Learners (2024) Edited by Nancy Young, Ed.D. & Jan Hasbrouck, Ph.D.

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.

This presentation will reference chapters in: Climbing THE LADDER OF READING & WRITING: Meeting the Needs of ALL Learners (2024) Edited by Nancy Young, Ed.D. & Jan Hasbrouck, Ph.D.

Twice-exceptional (2e) Students Who are Gifted with Co-occurring Dyslexia

Effective ways to support students who are intellectually gifted 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