Originally Posted by no5no5
a) My DD's reading progress has been much more up & down than your DD's. She began reading at 2, but didn't progress to sounding out unfamiliar words until about the time she turned 3. Then, she went up a grade level about every two months until she hit 4th grade (about the time she turned 3 1/2). That was pretty shocking. wink She's a big reader, but still not into chapter books--the interest just isn't there. I say that her progress has slowed, but the truth is that it's not her ability that now limits her; I'm sure she can decode on at least a 6th grade level. So...my answer would be who knows? But really, once a child is a fluent reader, education becomes much more about content than about the actual reading. I wouldn't expect hugely-above-level reading ability to _necessarily_ translate into a need for hugely-above-level curriculum.


Wow, that's really interesting...(and wow, very impressive) my daughter also likes to read at all levels - she certainly has been known to be found with a few board books tucked in her bed at night - so it is not that she is *always* reading some above level great work of literature (although it seems that she is *always* reading : ).

I like the idea that she may not need a "hugely above level curriculum". That would certainly make life a lot easier (and less scary).