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ERIC Number: ED197301
Record Type: RIE
Publication Date: 1981-Jan
Pages: 22
Abstractor: N/A
Reference Count: 0
Reading and the Gifted Student.
Durr, William K.
Past inattention to teaching gifted students may in part be due to the problems of defining, identifying, and determining the characteristics of the gifted child. In this paper, gifted students may be defined as those whose reading achievement or reading potential is well above average. Standard measures of this achievement and potential coupled with teacher, peer, and parent judgment offer the best chance of selecting the gifted child. School provisions for the gifted can be classified as special classes, acceleration, and enrichment. Research indicates that special classes can be beneficial, provided the instructor has some characteristics essential for teaching the gifted. Acceleration can be beneficial as long as the child's social, emotional, and physical needs are also taken into consideration. Enrichment can be restricted to the students' grade level or limited to reading experiences within the regular school curriculum. A judicious combination of both is the most beneficial. A student with an extremely high IQ and above average reading achievement has not automatically mastered all of the lower level skills. Whatever method is used, an educational system must challenge and provide the very best education possible for the gifted. (HTH)
Publication Type: Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A
Note: Paper presented at the Annual Meeting of the Southwest Regional Conference of the International Reading Association (9th, San Antonio, TX, January 29-31, 1981).