Nancy Young

expand it from there because they won't get that as easily.

And then in terms of understanding parts of a story, the beginning, middle and end and how they run together.

It can, yes.

And the more we do that, the more parents are going to avoid difficulties, period.

But it's not just to me avoiding, it's also enriching.

So anytime parents are building background knowledge, the more they can read, the more they can talk to their children, right?

and read books that are beyond where a child is in their ability to read independently and bring in knowledge.

The knowledge is really a big part of changes in the field right now.

But again, I want to say that some advanced readers already have a lot of knowledge because parents have built that up.

They've been exposed to things.

And so we never want to generalize and say, oh, we've got to build background knowledge for everybody.

We always want to be really careful.

So some of the children with comprehension difficulties may have the background knowledge, but it's still harder for them.

So you're always juggling.

I'm going to say you're always balancing what you do.

What is WD?

I was just going to say when parents have done a lot of talking and reading and so on and the child still is having difficulty, that would be an indication, a little red flag.

Maybe something's going on.

And the sooner you get onto it, the better.

That's another thing about parents trying to collaborate with the school and sharing with the schools because early matters.