How can I find appropriate, challenging resources for a child who is reading far above grade-level?

Gifted children present special challenges when it comes to finding appropriate reading materials. The standard “rules” of age and ability level don’t apply because these students are a jumble of maturity, curiosity, achievement, awareness, and sensitivity. Just because they can read far beyond their years doesn’t necessarily mean they have the sophistication to deal with topics addressed in books for older readers. What do teachers and parents need to think about when looking for resources?

A Teacher View

For the past five years, our school has pushed to improve reading scores on state tests. All our professional development has focused on helping struggling students perform at gradelevel. We’ve worked with experts to select literature for each grade that builds on needed knowledge and skills, but if that’s all they get, then most of my best readers will be bored to tears.

These youngsters score well enough on the tests so it’s hard to say there’s anything wrong. Many of my colleagues act like I’m looking for trouble by even talking about finding “challenging” reading. Why add work? Even some of the parents of the brightest kids don’t make a fuss as long as their child brings home high scores. Other parents just want “harder” books. What options are there?

A Parent View

Our daughter was reading little books on her own by the time she turned 4, and then it wasn’t long before she began to devour shelves and shelves of books at the library. We noticed she really took the stories to heart. Something sad would affect her for days, even giving her bad dreams.

Real problems didn’t surface until this year. She’s 12, the youngest in her class, a loner, plus she’s extra sensitive. Now she’s choosing books I know will really upset her. I don’t want to imply she can’t read a certain book – censorship isn’t my goal – but I don’t want her to deal with such mature topics before she needs to. There must be ways to find other good books that are inviting. I will try talking with her teacher but what else can I do?

Formulas used to calculate the reading levels of text rely on the length of words, sentences, and paragraphs, and sometimes the sophistication of included vocabulary. These numbers offer general guidance about the challenge level of the language in a book, but they can fail to describe the complexity of ideas or the intricacy of new concepts that should be understood by the reader to fully engage in the meaning of a text.

It is important to recognize how books energize learners and serve to open worlds of ideas, for the type of reading that leads to a rich, full life is about much more than de-coding, speed, and comprehension (things a gifted reader may easily demonstrate). Reading is also about the excitement of exploring ideas – with the excitement and mystery of choosing the hardest book imaginable and then stretching one’s mind. Reading offers a chance to ponder and absorb the information, at one’s own pace, without having someone always “explain” or “simplify” the meaning. Gifted children should be invited to explore; however, this doesn’t mean turning a child loose. Finding resources that fit the complexities of a gifted student takes thoughtful planning and cooperation between parent, teacher, and ultimately, the child.