ERIC EJ803362: Reading Instruction with Gifted and Talented Readers: A Series of Unfortunate Events or a Sequence of Auspicious Results?

2008·4.4 MB·English

by  ERIC

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EEvveennttss oorr aa SSeeqquueennccee ooff
AAuussppiicciioouuss RReessuullttss??
by Patricia F. Wood
from Lemony Snicket, myste- come for your students. You expect your efforts
To borrow
rious author of the book col- as a reading instructor to have a happy ending:
lection titled A Series of Unfortunate Events, if you children who love to read and who develop into
are interested in articles with happy endings, you competent, capable readers. For struggling and
would be better off reading a different one . . . or at-risk readers, a happy ending is especially joy-
maybe not. Read on. ous. But what about the readers who enter your
As a dedicated, diligent, and effective teacher classroom already demonstrating high levels of
of reading, you expect a happily ever after out- expertise with text, those identified as gifted,
16 summer 2008 • vol 31, no 3
n
o
t i talented, high-ability, advanced, or precocious read- the Baudelaire children to overcome devastating
c
u ers? Most might say they have their happy ending calamities.
r
t
s because they have become successful readers. Yet, This unfortunate story line is mirrored in many
n
I there is potential unfulfilled. For gifted and talented classrooms where gifted and talented readers sit
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n readers, how do we ensure that their potential is patiently (or not so patiently!) awaiting their turn
a d i d achieved, the guarantee of a happily ever after end- for reading instruction that is cognitively challeng-
e e
R f t ing? ing and motivating. Like Klaus Baudelaire, many
i
G The enigmatic Mr. Snicket is quick to estab- gifted children find sanctuary in books. This article

h s : lish from the start that happy events are not to be explores a discouraging and very real tragedy for
W i t e r expected in his story. Every happy event in the lives many gifted and talented readers: the unfortunate
d
e a of the three clever and charming Baudelaire chil- yet unnecessary disparity between what they need
R
dren is countered with an even more unfortunate from a reading instructional program and what class-
d
e one, events rife with misery, misfortune, and despair. room instructional practices typically provide.
t
n Violet Baudelaire and her brother, Klaus, a gifted
e
T a l reader, use their wits and intellect to create a sanc- An All Too
tuary for themselves and their little sister Sunny in
d Unfortunate Scenario
n the midst of catastrophe and gloom. As is typical of
a
gifted children, the Baudelaires have hopes of bring-
ing order to the chaos in their lives. Violet’s inventive Teaching reading is a time-intensive task. In
mind along with Klaus’ extensive knowledge gleaned elementary classrooms across the country, teachers
from his insatiable love of reading and books enable allocate large blocks of time to reading instruction.
Sitting in their classrooms are students who display
a wide range of reading abilities, from nonreaders
to the highly competent. Reading strategies and
activities must be orchestrated to match individual
instructional needs. Juxtaposed with their struggle to
address the diverse learning needs of their students
are federal mandates, state standards, and local cur-
riculum requirements. It is no wonder that teachers
often feel frustrated, out of control, and dispirited.
Yet most teachers use their passion for teaching,
their training in best practices, and their creativity to
design learning opportunities matched to their stu-
dents’ needs. Unfortunately, many of these teachers,
although highly trained in how to teach reading to
beginning and struggling readers, have received little
or no professional development in how to meet the
needs of their gifted and talented readers, as evinced
in the following vignette:
gifted child today 17
Reading Instruction With Gifted and Talented Readers
It’s 8:45 AM on a typical school room, I noticed Carlos, Molly, mathematics or creative talent, a gifted
morning in Mrs. Wyatt’s sec- and Elizabeth reading silently, child may or may not be identified as
ond-grade class. During an but I didn’t see them rotate to a gifted reader. Although an excep-
unannounced “walk-through” other reading activities.” To tionally high IQ is not necessary for a
to observe reading instruction, that, Mrs. Wyatt replied, “Oh, student to be a gifted reader, research
Ms. Sanders, the school’s prin- they are my top readers. They confirms that gifted and talented read-
cipal, observes children involved already know how to read, so ers tend to have above-average general
in a variety of reading activities. I’ve told them to just read their intelligence.
Mrs. Wyatt, sitting at a half- books.” Gifted and talented readers read
round table, is surrounded by easily and voraciously, with amazing
four children who are reading Unfortunately, this scenario is all speed and incredible comprehension.
from decodable texts. The prin- too familiar: gifted and talented read- They also are passionate about what
cipal sees Jason, Ramon, and ers left out of reading instruction. And, they read. For them, reading is not
Alisha sitting at computers lis- although allowing advanced readers the mere process of translating sym-
tening with headsets to a story such as Carlos, Molly, and Elizabeth to bols into meanings but an intense
on CD. Under a rainbow-striped read silently from books at their read- need to explore, investigate, fantasize,
umbrella sitting side-by-side in ing level is preferable to forcing their and make connections with concepts
kid-sized beach chairs, Joseph is participation in activities designed for and ideas. Gifted and talented readers
reading haltingly to Melissa, who beginning or struggling readers, they are, by definition, highly verbal and
offers him assistance with unfa- are nonetheless being shortchanged. use advanced language and vocabu-
miliar words. Rodney, Dominick, They deserve a reading instructional lary with ease. They also may excel in
and Sarah are busy at their desks
program that offers challenge and is many areas of reading and language
writing in their reading response
differentiated based on their intellec- arts, such as creative writing, literary
journals while Alex and Stacy
tual and emotional needs. analysis, oral communication, linguis-
work energetically at the “Make
tic and vocabulary development, criti-
a Word” center, using magnetic
The Characters in This cal and creative reading, and foreign
letters to create words on small
Unfortunate Story language (VanTassel-Baska, 1994).
whiteboards. In the back corner
Paradoxically, educators may consider
of the room, Carlos, Molly, and
reading instruction for gifted readers
Elizabeth are sitting on oversized Gifted and talented readers pres-
as somehow unnecessary.
pillows reading silently. ent a unique challenge for elemen-
During her visit, the principal tary teachers by virtue of their salient
A Tragic Tale of
notices that every 20 minutes or characteristics. By definition, they are
Disregarded Readers
so, students are regrouped and advanced in intellectual and linguis-
participate in different reading tic abilities. Experts in the fields of
activities with the exception of gifted education and reading identify In 1993, the United States
the three students sitting on pil- gifted and talented readers as students Department of Education released its
lows reading silently. During her who read and comprehend text 2 or report, National Excellence: A Case for
hour visit to the classroom, Ms. more years beyond their chronologi- Developing America’s Talent regarding
Sanders notes that students are cal grade placement as measured on a the status of education for gifted and
engaged in an array of reading standardized reading test or who have talented students. In that report, it
strategies and activities. How- the potential for high reading perfor- was noted that, although substantial
ever, she is puzzled by the three mance. In the traditional sense, a gifted strides had been made in providing
students who never leave the reader may or may not have been iden- educational opportunities for gifted
floor pillows where they are read- tified as gifted in accordance with state and talented students, the nation was
ing silently. Later that day in her or district eligibility guidelines for facing a “quiet crisis” of unrealized
conference with Mrs. Wyatt, Ms. gifted education services. Likewise, potential with its youth. Although
Sanders asks about the three chil- because “giftedness” is not restricted the report emphasized that effective
dren who were reading silently. to strengths in the verbal domain but programs for gifted and talented stu-
“During the hour I was in your may be evidenced by giftedness with dents may be found throughout the
18 summer 2008 • vol 31, no 3
Reading Instruction With Gifted and Talented Readers
country, many high-ability students Table 1
spend the majority of their school day Gifted and Talented Readers: Myths and Truths
in general education classrooms where
the curriculum is often unchallenging Myth: Gifted and talented readers as a group are homogeneous and should receive the same
and instructional practices are geared reading instruction.
to average and below-average learners. Truth: Gifted and talented readers are a diverse group with varied intellectual, emotional,
cultural, and linguistic differences. Although we would expect that the majority of advanced
This is clearly evident in the teaching
readers are highly competent readers, there may be students who have gaps in reading skill
of reading.
development due to cultural or linguistic differences or who exhibit a specific learning dis-
With the current climate of educa- ability. Similar to struggling readers, advanced readers should have an appropriately individu-
tional accountability, high-stakes test- alized program designed to meet their needs.
ing, and the No Child Left Behind
Myth: Gifted and talented readers are experts at text comprehension.
Act of 2001 mandate to raise reading
Truth: Most gifted and talented readers have highly developed comprehension skills,
and math scores to proficiency levels,
especially in comparison to their age peers. However, even advanced readers benefit from
school districts are not as concerned instructional strategies for developing greater insights into the subtleties of literary selec-
with instructional methods and curri- tions, understanding nuances of meaning, and mastering advanced-level informational
content.
cula for students functioning at profi-
ciency levels or above. In order to meet
Myth: Gifted and talented readers should be given complete control over their choice of reading
the mandate, additional services, such materials.
as afterschool tutoring, must be made Truth: Choice in reading materials is one of the essential components of a reading program
available to those students targeted for gifted and talented readers. It is important, however, for these students to be exposed to
a wide range of genre, styles, and topics, and to learn how to discern good from mediocre
for intervention. District administra-
literature. Teacher guidance (prodding!) might be in order to broaden their repertoire of read-
tors often find they must reallocate
ing material.
resources in order to provide these ser-
vices. In many states, this has meant
above-grade-level readers often are left Myths and misconceptions abound
eliminating or severely reducing other
out of the reading instructional plan. regarding gifted readers (see Table 1).
programs, such as those for gifted and
talented students. Although current emphasis on Unfortunately, separating myth from
According to Tomlinson (2002), instruction for struggling readers is truth has been a challenge for educa-
“there is no incentive for schools to understandable and warranted, it tors, leading to misunderstandings
attend to the growth of students once may lead to a potentially serious con- about who gifted readers are, what
they need from a reading instructional
they attain proficiency, or to spur stu- sequence: the lack of appropriate read-
dents who are already proficient to ing instruction for gifted and talented program, and how their needs best can
greater achievement, and certainly not readers. One of two situations seems be addressed. Case in point:
to inspire those who far exceed pro- prevalent: (a) reading practices and
ficiency” (p. 36). Because gifted and materials for gifted and talented readers Consider Molly, one of the stu-
talented readers have moved beyond dents in Mrs. Wyatt’s second
are the same as those used with average
the proficiency level and because dif- grade. Molly has been reading
readers (basal or grade-specific reading
ferentiating reading instruction is a since age 3 when her parents
textbooks with accompanying work-
demanding task, teachers are less likely first realized she could read bill-
books and skill-based worksheets),
to spend time with their advanced boards, cereal boxes, and Dr.
or (b) gifted and talented readers are
readers (Kingore, 2002). While differ- Seuss books. She started kin-
relegated to independent reading,
entiated instruction is common prac- dergarten with a backpack full
with little or no teacher instruction or
tice with struggling readers, research of her favorite books by Patricia
input to stretch and challenge them.
findings regarding classroom practices Polacco, Roald Dahl, and Jan
and observations of gifted and average For high-ability readers, potentially Brett. Now, at age 8, Molly
students indicate that few modifica- undesirable outcomes of either situ- avidly reads classics, such as Little
tions are made for the gifted students ation may include stagnant reading Women, The Secret Garden, and
in heterogeneous general education growth, underachievement, boredom, Charlotte’s Web. Molly is a gifted
classrooms (Reis et al., 2004). It low motivation for reading, or out- reader. Molly is also an enigma
continued on page ??
should come as no surprise then that right refusal to read. to her teacher. Because she can
gifted child today 19
Reading Instruction With Gifted and Talented Readers
Table 2 reading program for gifted and talented • Opportunities for discussion: Formal
Program Goals for Reading readers should emphasize reading to or informal discussion of assigned
Instruction With Gifted and learn rather than learning to read, then or self-selected texts, such as lit-
Talented Readers program goals should be differentiated erature or Socratic circles, book
from those of beginning or struggling chats, Junior Great Books, or book
• Expose students to challenging reading
readers (see Table 2). clubs.
material
• Challenging literature: Reading
• Deepen reading comprehension skills
• Expand students’ metacognitive processes Constructing a Sequence materials with advanced vocabulary,
during reading sophisticated themes, and abstract
of Auspicious Results
• Develop critical reading, including or metaphorical concepts.
interpretation and analysis of text for Gifted and Talented
• Critical reading: Inferential and
• Foster an appreciation of diverse,
Readers interpretative reading, involving a
multicultural literature across multiple genre
• Provide opportunities for group discussion deeper understanding of text.
of selected texts To date, there have been few • Creative reading: Imaginative,
• Encourage creative reading behaviors, research studies regarding appropri- inventive response to text, through
including writing and dramatic
writing, performance, or divergent
ate reading instructional programs for
interpretation
thought.
• Promote motivation and enjoyment of gifted and talented readers. However,
reading through choice and self-selection gifted education experts advocate • Inquiry reading: Self-selected inde-
of texts pendent research project in which a
reading instructional practices, such as
student investigates a real problem
homogeneous grouping, acceleration,
easily read and comprehend and enrichment, in conjunction with and presents findings to an authen-
tic audience.
text at a fifth-grade level, the opportunities for discussion, access to
requisite second-grade reading challenging literature, and strategies
One word of caution: Some teach-
instructional strategies are inap- to foster critical, creative, and inquiry
ers may assume that simply assign-
propriate and unnecessary. Her reading (Bonds & Bonds, 1983;
ing challenging reading material to
teacher, who has not received Cassidy, 1981; Catron & Wingenbach,
gifted readers meets the requirement
training in ways to differenti- 1986; Collins & Aiex, 1995; Dooley,
as an appropriate instructional prac-
ate the reading curriculum for 1993; Labuda, 1985; Reis & Renzulli,
tice. There is an important difference
advanced-level readers, is unsure 1989).
between assigning challenging litera-
of how to best provide reading Figure 1 illustrates the key compo-
ture and teaching students how to read
instruction for her gifted readers. nents of a reading program for gifted
challenging literature.
Moreover, school district policy and talented readers. These key com-
requires that all elementary stu- ponents include:
Homogeneous Grouping
dents must participate in basal • Assessment: Use of inventories,
text activities, thus making it dif- checklists, and other instruments
Ability grouping for reading
ficult for Mrs. Wyatt to excuse to assess reading level and student
instruction has been a long-standing
Molly and the other high-end reading interests.
practice in schools, with three abil-
readers from basic instruction, • Grouping: Flexible grouping based
ity groups (below average, average,
even though their reading skills on reading level and student and above average) as the traditional
are well beyond the second-grade interests. grouping strategy. The use of ability
basal text. • Acceleration: Above-grade-level, grouping in schools is a controversial
advanced reading materials, often topic that continues to spark heated
Gifted readers like Molly too often faster paced, based on student debate. In the field of gifted education,
spend time in low-level reading activi- assessment data; easily accom- proponents of grouping (Kulik, 1992;
ties, such as completing phonics work- plished through flexible grouping Rogers, 2002; Tieso, 2003) argue that
sheets and whole-group basal reading, practices. grouping of gifted learners allows for
neither of which offers opportunities • Enrichment: Interest-based reading effective and efficient curriculum and
for challenge or growth in reading that extends and broadens reading instruction for students who learn at
development. If, as we must assume, a opportunities. a faster rate and who need broadened
20 summer 2008 • vol 31, no 3
Reading Instruction With Gifted and Talented Readers
and extended content. Highly vocal
opponents of tracking (Oakes, 1985;
Sapon-Shevin; 1994; Slavin, 1991),
the politically incorrect evil twin of
Creative
grouping, contend that equity and
Reading
equality of educational opportunities
suffer when homogeneous groups are Critical Inquiry
formed, and that all students’ needs Reading Reading
can be met within heterogeneous
classrooms. According to Slavin, “the
great majority of students can and
should learn together” (p. 69). Kulik
disagreed, citing studies that suggest
grouping combined with appropri-
Components of
ate differentiated instruction may Acceleration a Reading Program Enrichment
lead to substantial gains in academic for Gifted and Talented
Readers
performance for highly able students.
Assessment Grouping
Furthermore, Kulik asserted that less
able students are not harmed by group- Challenging
Discussion
ing strategies, noting that greater aca- Literature
demic progress can be made when they
Assessment: Use of inventories, checklists, and other instruments to assess
are placed in homogeneous groups in reading level and student reading interests
which instruction is tailored to their
Grouping: Flexible grouping based on reading level and student interests
specific needs.
Acceleration: Above-grade-level, advanced reading materials, often faster paced,
Philosophical and political issues based on student assessment data; easily accomplished through flexible
aside, reading experts (National grouping practices
Reading Panel, 2000) advocate the Enrichment: Interest-based reading that extends and broadens reading
use of grouping practices for reading opportunities
instruction for beginning, at-risk, and
Figure 1. Components of a reading program
struggling readers. In this sense, group-
for gifted and talented readers.
ing can be regarded as an instructional
practice necessary for reading achieve-
ment. Grouping allows for differenti- should be grouped with peers who from acceleration while maintaining
ation or modification of the reading work at similar ability levels. important social connections with
program based on a student’s level of same-grade peers. For example, gifted
competence and programming needs, Acceleration and talented readers from grades 2
which should be extended to include and 3 could be grouped with a teacher
the needs of advanced readers as well. Many gifted and talented readers trained in reading instruction for
For gifted and talented readers, flex- enter school demonstrating exceptional advanced readers. Most important is
ible grouping offers a number of ben- talent. Acceleration by advancing these teaching students how to tackle chal-
efits and options: grouping based on students to their instructional level lenging text so that they can move
reading interests, such as a literature regardless of their grade placement is from surface understanding to deeper
circle or an author study; grouping an appropriate decision. Students such meaning. As discussed earlier, one of
with either the teacher or another stu- as Molly, who is reading well beyond the myths about gifted readers is their
dent as facilitator for activities such her grade peers, would benefit from ability to comprehend text at deep lev-
as inquiry-based projects; or group- opportunities to share reading experi- els. Even the most exceptional readers
ing based on like needs of students ences with other students who read at can benefit from strategic instruction
for specific instruction with a strategy a similar level. Cross-grade grouping is in analysis and interpretation, with
or skill. Regardless of the purpose for one instructional practice that would emphasis on metaphoric and reflective
continued on page ??
the grouping, gifted readers prefer and allow for advanced readers to benefit thinking about text.
gifted child today 21
Reading Instruction With Gifted and Talented Readers
Enrichment is key to increasing the amount and classrooms more diverse than ever,
variety of reading. in terms of ability as well as socio-
The most widely used method for economic, cultural, and racial back-
meeting the needs of highly capable Opportunities for Discussion grounds, whole-class discussions can
students is enrichment. For gifted and foster understanding while improving
talented readers, enrichment would Grouping gifted and talented critical thinking, listening, and oral
include expanding the range of read- readers for discussion fosters interac- communication skills.
ing material beyond that of the regu- tions with peers who enjoy exploring Copeland (2005) recommended
lar curriculum to include a variety of text at a higher level of abstraction. using Socratic circles in multiple-abil-
topics and genre and individualizing Discussion groups may be as simple ity classrooms as a way of developing
the reading instructional program as an unstructured book chat between social as well as academic skills. In
two students about the latest in the Socratic circles, students read critically,
to reflect the gifted reader’s personal
series of unfortunate events for the annotate, and then discuss a short piece
interests.
Baudelaire children or as highly struc- of teacher-selected text. The discussion
Recently, a group of researchers
tured as a literature or Socratic circle is student-led, with the teacher’s role
(Reis et al., 2004) at The National
(Copeland, 2005; Daniels, 1994). An as guide on the side. Unlike literature
Research Center on the Gifted and
excellent program that uses a discus- circles that typically involve a smaller
Talented (University of Connecticut)
sion format is Junior Great Books group of students, each fulfilling a
developed a framework for addressing
(Great Books Foundation, 1992). predetermined role, Socratic circles
the needs of all readers based on the
The Junior Great Books program is include the entire class without speci-
Enrichment Triad Model (Renzulli,
designed to develop critical thinking fied roles. Students form two circles,
1977) and the Schoolwide Enrichment
and reading skills through the use of an inner and an outer circle. The inner
Model (Renzulli & Reis, 1985), which
authentic literature. Its shared inquiry circle, seated on the floor, begins the
encourages enjoyment in learning and
approach stimulates lively text discus- discussion of the text using Socratic-
the opportunity to pursue creative
sion vis-à-vis open-ended questioning type questioning techniques. Seated
work. The Schoolwide Enrichment
that challenges students to think criti- in chairs, students in the outer circle
Model Reading Framework (Reis et al.,
cally about the reading assignment, listen to the discussion and make notes
2002) consists of three components of
develop their own interpretations, and in order to offer feedback regarding the
reading instruction: (a) Phase 1: expo-
support their ideas with evidence from conversation among the students in
sure to high-quality, exciting literature
the text. Regardless of which type of the inner circle. At a particular point,
through teacher read-alouds and higher
discussion format or approach is used, the two groups reverse position and
order thinking questions; (b) Phase 2:
the opportunity for gifted and talented the discussion begins with a new inner
training and discussions on supported
readers to discuss themes, characters, circle. Socratic circles are an engaging
independent reading, with one-on-one
author’s perspective, or emotional and powerful learning experience for
teacher conferences on reading strat-
response to a piece of literature is an students of all ability levels
egies; and (c) Phase 3: interest and
essential component of their reading
choice components, including genre program. Using Literature to Address
studies, creative thinking, investiga- This article is not suggesting that Affective Needs
tion centers, buddy reading, literature opportunities for discussion, or any
circles, creative and expository writ- of the strategies and activities recom- Bibliotherapy can be useful in
ing, Internet and library exploration, mended herein, are only appropriate helping gifted students grow emo-
and independent investigations. The for advanced readers. All students tionally and socially. However, bib-
Phase 3 component of this model is need access to appropriately chal- liotherapy easily can be extended
most appropriate for use with gifted lenging curriculum and engaging for use in mixed-ability classrooms.
and talented readers because it sup- instructional activities, including par- Students may respond affectively to
ports independent, self-selected read- ticipation in literary-based discussions. a teacher-led discussion of a book,
ing opportunities that experts in gifted Heterogeneous discussion groups poem, or article that has a strong mes-
education advocate. Their findings help build community in classrooms sage or character. In most instances,
suggest that enrichment strategies by encouraging students to accept the teacher reads the book or passage
increase motivation for reading, which opinions and ideas of others. With aloud, after which she asks a series of
22 summer 2008 • vol 31, no 3
Reading Instruction With Gifted and Talented Readers
questions. Preliminary questions may • inferring hidden meanings;
focus on comprehension of the events, • locating, organizing, and synthesiz-
Access to
characters, or ideas. However, the crux ing information related to a given
of bibliotherapy is to move the ques- challenging topic; and
tions beyond the story, encouraging • understanding elements in litera-
reading materials
students to make personal insights ture including figures of speech,
and use the story as a catharsis for their connotations, idioms, plot, charac-
appropriately aligned
feelings. For example, Frederick by Leo terization, setting, and voice.
Lionni is a story about a little mouse to instructional reading
that daydreams the summer away to Creative Reading
level and interests
the dismay of the other mice who bus-
is the primary
ily gather food. However, when winter Creative reading is considered the
comes, it is Frederick, the poet mouse, consideration highest yet most neglected form of
that provides glorious words to help reading (Witty, 1985). In creative
the mice endure the cold, dreary days. for highly able readers. reading, the printed page serves as
This story can be used in bibliotherapy the source for imaginative and origi-
to help children understand individual nal thought production by the reader.
differences and the importance of valu- For creative readers, the text becomes
tional reading level and interests is the
ing each person’s gifts and talents. the impetus for research discoveries,
primary consideration for highly able
divergent responses, and invention.
readers. As mentioned previously, there
Access to Challenging Literature For example, creative reading activities
is a difference between assigning chal-
for the Lemony Snicket books might
lenging literature and teaching students
According to Trezise (1978), reading include writing of scripts and drama-
how to read challenging literature.
instructional programming must take tization based on one or more of the
Although reading more advanced-level
learning differences into consideration. books, creation of original unfortunate
books certainly will increase vocabu-
He cites these differences as “timing events for the Baudelaire children, or
lary and stimulate thinking, teachers
and pacing, depth and degree, teach- songs or poetry to accompany the sto-
can assist their gifted and talented
ing style and materials, and student ries.
readers in developing deeper under-
response” (p. 743). Providing a quality
differentiated instructional program standings and application through Inquiry Reading
activities such as Socratic questioning,
commensurate with reading abilities
is the primary goal. Differentiation metaphorical thinking about text, and Inquiry reading (Cassidy, 1981)
of content through available litera- analysis of literary elements. offers gifted and talented readers the
ture is the key to achieving this goal. opportunity to conduct independent
Critical Reading
Experts in the field of gifted education research in an area of particular inter-
have long advocated that in order for est. Cassidy’s inquiry reading strategy
advanced readers to develop literacy Critical reading involves the reader stresses the importance of self-selection
skills in accordance with their abili- in asking questions, forming hypoth- of the topic to be researched. In his
ties and interests, appropriate reading eses, making judgments, and solving 4-week program, gifted readers select
instructional practices should offer problems based on evidence from the a topic, carry out research, and present
more than traditional basal reading text (Collins, 1995; Gallagher, 2004). their findings to others.
texts. Because gifted and talented As indicated previously, because gifted
readers have little need for skill-based and talented readers attain indepen- Carlos is passionately interested
reading instruction, the use of typical dence in reading earlier than most stu- in astronomy and space explo-
classroom basal texts and workbooks dents, instruction should move from ration. As a voracious reader of
is inappropriate, and even may have a focus on skill development toward both science fiction as well as
a negative effect on advanced readers’ instruction in inferential and interpre- informational text about space,
attitudes toward reading. tive reading, such as: he has amassed a huge personal
Access to challenging reading mate- • analyzing text to detect author collection. Last summer, he
continued on page ??
rials appropriately aligned to instruc- bias; lived his dream of becoming an
gifted child today 23
Reading Instruction With Gifted and Talented Readers
astronaut by attending Space ing the planning and research skills research, creative reading tasks,
Camp in Huntsville, AL, where necessary for self-directed learning. In and access to more challeng-
he spent a week participating in choosing to conduct an independent ing literature. These centers are
simulations as part of a flight study, the student would read a variety designed to offer several levels
team. Carlos has a very sophis- of books related to a topic of investiga- of challenge, which are available
ticated telescope that he uses to tion, plan the investigation, and col- to all of her students, not just
study and map the night sky. He lect data. Generally, the student would the gifted and talented readers.
has followed the journey of the be expected to develop or create some Mrs. Wyatt has begun providing
Hubble telescope through space type of product or performance at the instruction to her gifted readers
via NASA’s Internet Web site. completion of the study. In order for that encourages more complex
After visiting the local museum’s gifted and talented readers to have thinking about the text, teach-
exhibition of artifacts from early time to conduct their independent ing them how to analyze story
space exploration, Carlos talked study projects, curriculum compact- structure and evaluate author
with the curator about his inter- ing often is used to “buy” or secure the intent, as well as how to use
est in space, especially the photos necessary time. metacognitive strategies while
from Hubble. He has decided to Curriculum compacting is a strat- reading. Rather than spending
create a PowerPoint slide show egy for streamlining and modifying extended periods in silent sus-
for the museum’s exhibit with the curriculum by eliminating material tained reading, the gifted read-
photos taken by early spacecraft that students have previously learned ers are participating in flexible
and compare those with photos through the use of preassessments to and collaborative groups, such
from the Hubble, along with determine mastery or competence as a literature circle with aver-
narration describing the advance- age-ability readers, Junior Great
(Reis, Burns, & Renzulli, 1992).
ments in our space knowledge. Books for above-grade-level
Curriculum compacting affords gifted
readers, and author studies for all
and talented readers time for partici-
Clearly, Carlos’ inquiry-based proj- readers. Individually, the three
pating in a stimulating and creative
ect is self-selected, requiring advanced- gifted readers are given choices
reading program, with replacement
level thinking. He will use his skills as in what they want to read and
activities that meet their need for chal-
a gifted reader to comprehend sophis- what types of reading response
lenge and personal involvement. Their
ticated and technical terminology as he activities they prefer doing. Car-
reading program should focus on con-
writes the script for narration with the los, the budding astronomer,
tent and process modifications that
slide presentation. This instructional searches the Internet for the lat-
reflect gifted students’ instructional
strategy accommodates learning style est information and photos from
needs. Another cautionary note: avoid
preferences of gifted students by put- the Hubble telescope to add to
replacement activities that are “more
ting the student in the role of an actual the multimedia presentation he
of the same.” Marching through the
investigator of a real problem. Inquiry is creating for the museum, while
basal reader at a faster pace is not an
reading is similar to Type III activities Molly and Elizabeth work on
appropriate modification for most
in Renzulli’s Enrichment Triad Model a book of poetry they hope to
gifted and talented readers.
(1977). In Type III activities, students have published and placed in the
initiate an inquiry based on personal library.
A More Fortunate
interest focusing their research on solv-
Reading Scenario
ing a real-world problem rather than Because reading instruction in most
simply “looking up information” for elementary schools is provided within
a class assignment. In this way, they Let’s revisit Mrs. Wyatt’s second- the context of general education,
move beyond consumers of knowledge grade class to see a more fortunate classroom teachers are responsible for
to become producers of new knowl- reading program for her gifted readers, designing the reading program for their
edge. Independent study, long con- Carlos, Molly, and Elizabeth. advanced readers. Many school dis-
sidered one of the major strategies for tricts have gifted education specialists
differentiating curriculum for gifted Mrs. Wyatt has adjusted her who are trained in the learning needs
and talented students, builds on stu- centers to include opportunities of the gifted and talented. A collabora-
dent interest and curiosity while teach- for inquiry and independent tive effort between the general educa-
24 summer 2008 • vol 31, no 3
Reading Instruction With Gifted and Talented Readers
tion teacher and a gifted education content_storage_01/0000019b/80/13/ K., et al. (2004). Reading instruction
specialist might prove advantageous ab/7c.pdf for talented readers: Case studies docu-
in the development of a differenti- Copeland, M. (2005). Socratic circles: Fos- menting few opportunities for contin-
tering critical and creative thinking in uous progress. Gifted Child Quarterly,
ated reading program for gifted read-
middle and high school. Portland, ME: 48, 315–338.
ers. Without proper program design,
Stenhouse. Reis, S. M., & Renzulli, J. S. (1989). Pro-
guidance, and instruction, maximal
Daniels, H. (1994). Literature circles: Voice viding challenging programs for gifted
reading achievement will rarely occur
and choice in one student-centered class- readers. Roeper Review, 12, 92–97.
for gifted and talented readers.
room. Portland, ME: Stenhouse. Renzulli, J. S. (1977). The Enrichment
Dooley, C. (1993). The challenge: Meet- Triad Model: A guide for developing
A Fortunate Ending ing the needs of gifted readers. The defensible programs for the gifted and tal-
Reading Teacher, 46, 546–551. ented. Mansfield Center, CT: Creative
As is true for any student with a Gallagher, K. (2004). Deeper reading. Learning Press.
Portland, ME: Stenhouse Renzulli, J. S., & Reis, S. M. (1985). The
special gift or talent, a gifted reader
Great Books Foundation. (1992). Junior Schoolwide Enrichment Model: A com-
needs to have her gift nurtured. This
Great Books. Chicago: Author. prehensive plan for educational excel-
nurturing must begin early and be
Kingore, B. (2002). Reading instruction lence. Mansfield Center, CT: Creative
maintained over time if it is to flourish.
for the primary gifted learner. Under- Learning Press.
By providing the young gifted reader
standing Our Gifted, 15(1), 12–15. Rogers, K. (2002). Grouping the gifted and
with a challenging instructional pro- Kulik, J. A. (1992). Analysis of the research talented. Roeper Review, 24, 103–107.
gram and high-interest reading curric- on ability grouping: Historical and Sapon-Shevin, M. (1994). Why gifted
ulum, her reading progress will reflect contemporary perspectives (Research- students belong in inclusive schools.
a sequence of auspicious occurrences Based Monograph No. 9204). Storrs: Educational Leadership, 52(4), 64–70.
that result in positive educational out- National Research Center on the Slavin, R. E. (1991). Are cooperative
comes . . . a series of fortunate events Gifted and Talented, University of learning and “untracking” harmful
Connecticut. to the gifted? Educational Leadership,
with a happy ending. GCT
Labuda, M. (Ed.). (1985). Creative reading 48(6), 68–71.
for gifted learners: A design for excellence Tieso, C. L. (2003). Ability grouping
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gifted child today 25