Nancy Young

And in part two is a chapter on students who are advanced.

And that's a good question about typical.

It really varies because it depends on...

so many factors for some children who might not have read early.

So, for example, in that chapter, I say the main definition for advanced reading, and I use the acronym AIR, A-I-R, which I created myself.

I thought there were so many initials that advanced reading, you know, those children deserved, you know, their own set of initials.

So the primary reason

definition would be children who read like my children i didn't know what i know now and who who read and parents are just going wow this is amazing they're reading so early we've done nothing to really do it you've yes and they've and they've done nothing more than their friend whose child is is having difficulties in your yeah wow this is amazing one is so advanced and one is not

And very similar environments.

But there are other two other definitions that I added into that chapter.

One is children who have been taught by their parents.

And because during the COVID pandemic, a lot of parents have become informed about

teaching of reading through the internet.

Some parents are being proactive in teaching their children.

And so we may not know whether that child, because they've had that formal instruction, it's hard to tease out where they would have been had they been totally left on their own.

Then the third set of children is children who've come from backgrounds where they haven't had a lot of exposure to text, have not been in a really strong literacy environment, and they still might come to school advanced, but they might need some support with certain things.

And I'm thinking children coming from poverty, we need to be watching for their children.

They might arrive advanced, or they might learn very quickly.

So we can never assume that a child from poverty

is going to be behind and stay behind.