Thanks to a Thatcher Grant, this October, I had the exciting opportunity to attend the IDA: Reading, Literacy, and Learning Conference in Dallas. I was joined by two close colleagues from the Pre-K to 8 division, Hope Jones and Rebekah Kinney, and together we dove into the latest research and strategies in literacy.
A key takeaway from the conference reminded us of the incredible variability children bring to the process of learning to read. Just like fingerprints, every brain is unique. Research shows that about half of children face some challenges as they learn to read, and for about one in five, it’s a significant and often lifelong struggle. This is because our brains aren’t naturally built to read! Learning to read requires “rewiring the brain,” where areas originally designed for things like speech and recognizing visual patterns are repurposed to tackle the complex tasks of decoding and understanding written language.
My colleagues and I loved revisiting these fascinating insights at the intersection of neuroscience and literacy. It reinforced why structured literacy approaches like Orton-Gillingham and science-based curricula such as Wilson and Amplify are so essential—and how Darlington excels in implementing them.
I often have the privilege of showcasing our faculty’s strengths in literacy both within our community and more broadly. In November, I was honored to be invited as a guest speaker at Berry College, where I shared key insights from the IDA literacy conference with an audience of future teachers.
A key takeaway from the conference that I shared with Berry students—and one I'm eager to share here—is the important role that interest and engagement play in learning to read and sustaining a love of reading. Reflecting on what captures our students' attention, it's clear that screens can be tough competition. Hope, Rebekah, and I were thrilled to hear from Maryanne Wolf, a leader in the field of literacy, on this topic. Wolf shared wise insights on how digital tools are reshaping the way we read and think and offered valuable perspectives on how technology can impact literacy development and reading habits. She believes technology use can be balanced thoughtfully with exposure to books. Later in the conference, we heard from Finnish researcher, Heikki Lyytinen, who highlighted the importance of computer-adaptive, game-based learning in literacy, stressing that kids’ engagement with these digital tools isn’t just a bonus—it’s essential.
This message of balance hits home for our Darlington Community, where we’ve always valued the transformative power of both literacy and technology. This year alone, we earned our fourth consecutive Apple Distinguished School designation and showcased student projects at our annual Technology Competition. While these achievements and more highlight our commitment to digital innovation, I believe that our enduring love for reading and our excellence in literacy instruction as a community also continue to be a hallmark that makes us stand out as a school.
I want to take a moment to put a particular emphasis on the vital role that members of our community play—parents and faculty—in helping our children achieve this balance. Our influence is crucial to reaching the harmony that Wolf describes. To illustrate this, let me share an experience with my daughter. Recently, she and I visited the library in downtown Rome. After about an hour of browsing, we left with a handful of books and took a leisurely stroll to Swift & Finch. As she savored a sweet treat and hot chocolate, I enjoyed a cup of tea and scone, diving into my new library book and allowing myself to sink into the words. Minutes later, after finishing her hot chocolate, she quietly opened her own book, drawn into the moment with me. So much of adult life revolves around our devices—checking emails or responding to phone notifications—running from work to carpool lines, to the grocery store, and to away games. While we often can’t avoid the essential deadlines and demands, on our screens and in our lives, I believe we can approach many moments with intentionality and purpose, showing our children what we value. Reflecting on that time with my daughter in the coffee shop, I quietly offered her an invitation, without words or screens, to join me in stillness, focus, and the joy of reading. And she accepted.
I recently shared this reading reflection with fellow Darlington leaders, inviting them to tell me about themselves as readers. Their responses revealed a resounding personal and family connection to literacy and books. They fondly recalled favorite childhood reads, stories shared with their children, and books they still enjoy today.
All of this points to a truth I am proud to share. At Darlington, reading is a value that defines us personally and unites us as a school. While accuracy, fluency, comprehension, and scores are part of the reading journey, we place the greatest value on fostering a sense of community and honoring the unique path each Tiger takes on their journey with reading.
I invite you into a season of reflection and sharing about your own reading journeys. What books have captured your heart? What stories have you enjoyed with your family? How did you learn to read? How does your reading history influence who you are as a reader today? Let’s also acknowledge that not everyone approaches reading the same way. Whether you love holding a physical book in your hands, enjoy only audiobooks, or like all the iterations of reading in between, we all have differences in how we approach reading in our lives. Let’s also recognize that many of the most passionate readers in our community—students, faculty, and parents alike—have overcome incredible barriers to develop their reading skills and love for reading.
As the holidays approach and our daily grind slows, I hope you will soon find time to unwind and invite the quiet pull of a great book. Most importantly, I hope your children catch a glimpse of you reading. Know that the moments you spend reading are not only for yourself, but also serve as a lasting, meaningful, and valuable invitation to your children.
Professional growth and development are high priorities for Darlington. Each year, faculty and staff members participate in a professional growth cycle that includes professional learning communities, professional development days, and the ability to apply for professional development grants which fund conferences, travel, workshops, instructional supplies, outside speakers, and more. For the next few weeks, our blog series will highlight some of the opportunities that faculty and staff have participated in since they were awarded 2024-2025 Thatcher Grants last spring.
