Left out of the Narrative: Including Gifted and 2e Readers in the Literacy Reform Conversation

As a renewed focus on literacy takes center stage, gifted and twice-exceptional (2e) learners are often left out of the narrative. This session confronts the myth that literacy support only means remediation and shows how MTSS can reveal and respond to untapped potential—even for students who struggle with reading.Participants will be able to: 1. Identify opportunities within MTSS to support advanced and twice-exceptional (2e) learners by recognizing how literacy data can be used not only for remediation, but also for identifying and responding to students who need challenge, complexity, or dual identification. 2. Differentiate Tier 1 and Tier 2 literacy instruction to meet the needs of students performing above grade level or demonstrating asynchronous literacy profiles, including strategies that extend core instruction with depth and acceleration. 3. Recognize masking patterns in twice-exceptional learners, including how reading difficulties may obscure gifted potential—and how gifted traits may mask reading challenges—so that both strengths and needs are addressed in instructional planning.