The literature review presented here was conducted to investigate various types of differentiation in programs for academically gifted elementary school students. For the purpose of the review, the term "academically gifted" refers to students with high general intellectual ability; no speciic level of intelligence is implied. Following an introductory discussion, a glossary and annotations for 39 relevant articles are provided. Subsequent contents are arranged topically in five categories. The first three categories focus on the major methods of differentiation: acceleration, enrichment, and homogeneous grouping. The remaining two groupings describe programs with varied alternatives and discuss factors to consider in differentiating programs or curricula. Included in the material on enrichment are citations concerning pull-out programs, regular classroom additives, and mentors. Listed in the section on homogeneous grouping are articles focusing on special schools, magnet schools, Saturday/summer programs, and program differentiation. Also provided in the document are a very brief overview of controversies concerning the gifted, a summary of findings, a brief discussion of conclusions, and a statement of recommendations. Appended are a short list of national resources for the gifted and talented, along with names, addresses, and brief descriptions of related national organizations. (RH)