Nancy Young

will think, in my case certainly, and many with whom I've worked, will think, oh, this is great.

Once they get to school, they'll be fine because they're already so advanced.

So parents are putting a lot of hope into hoping the school will be able to meet their child's needs wherever they are.

Well, the parent is a very important player.

I say I really encourage educators and parents to work as a team.

I see parents as integral members of the team, and I think they need to be valued more than they are currently valued in what I've seen in many places.

So parents can share information about their children.

And what is happening in the home scene is really important for teachers to know.

So I encourage parents to share.

Yes.

It can be very hidden that a child is struggling, and that's why it's so important to have educators and parents can become informed about this too, ways to know where a child is in the continuum of learning to read, where they are in their skill development.

And again, whether they're advanced or whether they're having struggles, they could have a meltdown after school if they're not having the needs met.

Yes, there's a genetic component to the ease of learning to read.

And the other thing is that for some children, they might also have a co-occurring issue such as ADHD.

A child with ADHD may be an advanced reader, but they also may have difficulty learning to read.

So if you combine the genetic difficulty learning to read with ADHD, and it's really hard to know exactly what's happening sometimes.

But, yeah, it's complex.

But at the same time, those observations from parents are so, so important.

And just to add, I think when a child, if you say a two-child family and one child,

learn to read more easily and the other one didn't.