NAGC Announces Advanced Literacy Task Force
The national focus on literacy has intensified over the past decade, with states rapidly adopting literacy-related laws and initiatives. Since 2013, at least 40 states and the District of Columbia have passed laws or implemented new policies related to the Science of Reading (SoR) (National Education Association, 2025; EdWeek, 2025; National Center on Improving Literacy, 2025). These policies have driven significant changes in professional learning, assessment practices, intervention models, and early identification of reading challenges. While these efforts have advanced important national literacy priorities, they have rarely included explicit guidance or requirements related to acceleration and enrichment for advanced readers, dual differentiation for twice-exceptional learners with co-occurring literacy challenges, or the integration of advanced literacy goals into schoolwide improvement.
As a result, gifted and advanced learners are at risk of literacy instruction that does not appropriately challenge them, missed opportunities for early identification of advanced literacy potential, and reduced engagement when curriculum does not align with their readiness or learning profile. At the same time, educators and districts are seeking clarity on how to align advanced learning needs with current literacy policies and funding structures.
NAGC is well positioned to lead a proactive, coordinated effort at the intersection of literacy and gifted education. In recognition of this critical need, the NAGC Board of Directors has approved the formation of an Advanced Literacy Task Force, co-chaired by Sheyanne S. Smith and Chandra B. Floyd. We anticipate that the task force will engage in a variety of information-seeking and synthesis activities to examine how, and to what extent, the needs of advanced readers are addressed at the state and district levels. This work will include identifying, curating, and developing resources to support practitioners working within today’s literacy environment. The task force will explore how differentiation for advanced readers is addressed within professional learning, how educator preparation programs attend to advanced literacy development, and how gifted education specialists collaborate with literacy specialists. In addition, the task force will consider important questions for future research and examine what educators need to understand about current neuroscience research related to literacy development. Based on this work, the task force will make recommendations to the Board of Directors on how NAGC can meaningfully contribute to ongoing literacy-related conversations in the broader field of education.
NAGC is seeking individuals interested in participating on the Advanced Literacy Task Force and providing diverse perspectives to illuminate issues and opportunities at the intersection of literacy and gifted education. If you are interested in potentially serving on the task force or contributing to task force efforts, please click here to complete the application. The application will be open until February 4, 2026.
