Question: My 8 year old DYS is scoring above "12 grade in the ninth month of high school" on her public school administered reading comprehension standardized tests. We've elected not to accelerate in elementary school. She does some quality enrichment extracurriculars in math and music, and we are guiding her through recommended reading lists. She's happy. With this last set of scores, however, I can't help but feel we are supposed to be doing more for her, but I don't know what. What are folks doing for their college-level readers?
Dear Young Scholars Parent,
Thank you for your question. For many families in our community, receiving new testing data can stir a mix of reactions—curiosity, affirmation, and at times, a quiet uncertainty about what comes next. These scores can be helpful tools, and they can viewed as one perspective among many. Think of them not as verdicts, but as snapshots—brief glimpses into your Young Scholar’s learning profile, offering signals rather than conclusions.
And if your Young Scholar is happy that in itself is a meaningful sign that something is going well. Still, it’s only natural for parents to pause and wonder: Are we doing enough? Should we be doing something more, or something different? These are wise and deeply caring questions, and they reflect your attunement to your child’s needs. Perhaps an even more fruitful question might be: How can we continue nurturing her joy in learning while honoring her pace and potential?
If your Young Scholar is signaling a desire for greater intellectual engagement—particularly in reading or discussion—there are a number of meaningful pathways you might explore together.
One natural starting point for readers in our community is a book club. Whether your Young Scholar finds an existing one or creates a small group, book clubs offer literary enrichment. They can create space for shared inquiry, thoughtful dialogue, and the kind of analytical depth that many of the readers in our community crave.
If your Young Scholar is wanting more individualized engagement or deeper conversations than a peer group can offer, consider seeking out a mentor. This doesn't have to be formal or long-term to be valuable. A college student majoring in English, a graduate student in philosophy or education, or a trusted adult with a deep love for the humanities can serve as an intellectual companion—someone who reads alongside your child, models reflective thinking, and offers new questions rather than quick answers.
Equally enriching are relationships with those who live closely with books— librarians, and independent booksellers. These individuals can help your Young Scholar identify titles that meet them at the intersection of readiness and interest. More than that, their knowledge is often intuitive, grounded not just in catalogs and reading levels, but in a lived understanding of how readers evolve—what stretches them, what steadies them, and what stories tend to unlock something deeper. For many Young Scholars, these relationships become quiet turning points in their reading journey. A librarian who takes the time to learn what truly captivates them, or a bookseller who places just the right novel in their hands at just the right moment, can serve as a kind of literary mentor—someone who not only recognizes their depth, but nourishes it. Over time, these guides help young readers not only find new books, but also begin to discover who they are as thinkers, feelers, and future contributors to the world of ideas.
For many families navigating similar questions, a trusted resource is Some of My Best Friends Are Books by Judith Wynn Halsted. This book remains a foundational guide for identifying titles that are both intellectually challenging and emotionally appropriate for advanced readers.
Another powerful source of guidance often comes from those walking a similar path. Consider reaching out to other parents through the Davidson Member Community, by posting in your Regional Community or on the Davidson Exchange. Parents frequently share ideas about enrichment activities, reading lists, mentors, and even local programs that may not show up in traditional research. In our experience, families are one of the most generous and informed resources available.
Before closing, I want to acknowledge the quiet pressure that many parents feel when encountering high test scores—especially numbers that seem to suggest precocious achievement. It’s easy to interpret these scores as a call to immediate action. But it's important to remember that most standardized tests are not designed to measure the complexity of profoundly gifted learners. Rather than respond in haste, consider these scores as one piece of a larger, unfolding picture. Ask yourself: Does this align with what I’ve already observed? Is it pointing toward a new need, or simply reaffirming a known strength? Are there any asynchronies—between comprehension and expression, between intellectual interest and emotional maturity—that merit more attention? These are the kinds of questions that guide long-term growth more meaningfully than any percentile ever could.
Above all, know that your awareness and attentiveness already speak volumes. You are not behind. You are not missing something. You are noticing—and that is a powerful form of advocacy.
We hope this has given you a few places to start. If you want to dig deeper on a resource mentioned above or have another question, you can always submit another Ask a Family Consultant. Otherwise, we hope to see at a virtual event or on DMC.
Warmly,
Your Family Consultant