Early Childhood

Concurrent

I Am Already Reading, So Why do I Have to Do Another Alphabet Activity?

Saturday, November 11
3:45 PM - 4:45 PM
Location: 218 B

Many young gifted children enter school already reading fluently and comprehending advanced texts. Yet several of their classmates need instruction in decoding skills, letter-word recognition, and concepts of print. How do teachers manage the varied reading levels in their classroom, and what specifically can they do to differentiate instruction for their advanced readers? In this session we share an evidence-supported framework for teaching reading comprehension and higher-level thinking skills with high-interest and engaging stories and picture books. We provide a template for you to practice writing your own higher-level questions and to create differentiated activities that you can use next week with your advanced readers!

Sarah S. DeLisle

Assistant Director
Vanderbilt Programs for Talented Youth

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Eric L. Fecht

Educational Consultant
Vanderbilt Programs for Talented Youth

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Tamra Stambaugh

Associate Research Professor; Executive Director, Programs for Talented Youth
Vanderbilt University

Tamra Stambaugh, Ph.D., is an associate research professor in special education and executive director of Programs for Talented Youth at Vanderbilt University. Stambaugh conducts research in gifted education with a focus on students living in rural settings, students of poverty, and curriculum and instructional interventions that promote gifted student learning. She is the co-author/editor of several books including but not limited to: Comprehensive Curriculum for Gifted Learners (2007) (with Joyce VanTassel-Baska); Overlooked Gems: A National Perspective on Low-Income Promising Students (2007) (with Joyce VanTassel-Baska), the Jacob’s Ladder Reading Comprehension, Nonfiction, and Affective Program Series (with Joyce VanTassel-Baska), Practical Solutions for Under-represented Gifted Students: Effective Curriculum (2012) (with Kim Chandler), Serving Gifted Students in Rural Settings (Legacy Award Winner) (with Susannah Wood), and The Vanderbilt Programs for Talented Youth ELA and Integrated Curriculum units (with Emily Mofield et al.). Stambaugh has also written numerous articles and book chapters and was co-editor of the special Gifted Child Quarterly issue (January 2018) focused on students from low-income households. She provides keynotes, professional development workshops, and consultation to school districts nationally and internationally and shares her work at refereed research conferences. She also serves on multiple NAGC committees.

Stambaugh is the recipient of several awards, including the Margaret The Lady Thatcher Medallion for scholarship, service, and character from the College of William and Mary School of Education; the Doctoral Student Award, Early Leader Award, and several curriculum awards from the National Association for Gifted Children; the Jo Patterson Service Award and Curriculum Award from the Tennessee Association for Gifted Children; and the Higher Education Award from the Ohio Association for Gifted Children. Prior to her appointment at Vanderbilt she was director of grants and special projects at the College of William and Mary, Center for Gifted Education, where she earned her PhD.

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