Established in the early 1970s, the talent search model has garnered strong theoretical and programming support for addressing the academic needs of highly able students. The two main components of the talent search model are discovery (identification) and development (programming) of academic talent. Discovery of academically talented elementary…

The Naglieri Nonverbal Ability Test, Second Edition (NNAT2), is used widely to screen students for possible inclusion in talent development programs. The NNAT2 claims to provide a more culturally neutral evaluation of general ability than tests such as Form 6 of the Cognitive Abilities Test (CogAT6), which has Verbal and Quantitative batteries in…

Homeschooling has witnessed a dramatic growth over the past decade. Included in this population are gifted and talented students, yet despite this growth there has been no appreciable increase in the research literature. To better understand the gifted homeschooling family, researchers interviewed 13 parents of homeschooled children their parents…

The cognitive and academic profiles of high ability students with autism spectrum disorder were examined. Inclusion criteria were a diagnosis of autism (high functioning) or Asperger syndrome and at least one ability and/or achievement index standard score of 120 or above. Results indicated that despite the restricted range of cognitive abilities,…

In this longitudinal study of two gifted Korean girls, experiences with early admittance into a gifted program are charted alongside their family and societal experiences that ultimately influenced their career choices in nonmathematical fields. The 8-year-long qualitative study involved extensive interviews with the two gifted girls and their…

Lack of theoretical coherence in the field of gifted education has given rise to multiple attempts at a grand unification, including most recently the work of Subotnik, Olszewski-Kubilius, and Worrell (2011). The authors argue that the incoherence is an inevitable consequence of the fundamental incompatibility of theoretical and definitional…

Gifted students with coexisting disabilities, also known as twice-exceptional, are increasingly recognized in America's schools. This increasing awareness needs to be met with equal enthusiasm for empirical investigation into the identification and treatment needs of this group of students. In this article, a 20-year review of the empirical…

In Hong Kong, a policy for the education of its gifted students has existed in its current form since 2000. However, the gifted education policy is yet to be evaluated, despite growing calls internationally and locally for increased accountability of public policy, including policies relating to gifted education. Using VanTassel-Baska's…

Our article describing the characteristics of gifted students with a specific learning disability (SLD) in written language was criticized for emphasizing an ability achievement discrepancy as an indication of a written language disability and for not ruling out alternative explanations for the observed difficulties. The three primary alternative…

Gifted students often fail to achieve at a superior level in one or more academic areas. In this reply to an article by Assouline, Nicpon, and Whiteman, the author reviews various explanations for this phenomenon, including motivation/interest, learning opportunities, and error in measuring students' ability-achievement discrepancies. The author…

What roles do teachers play in the development of talent and in the attitude of students toward school? Research indicates that teacher enthusiasm, feedback, and content knowledge are keys to student motivation, learning, and engagement. Research also reveals the importance of positive and supportive student/teacher relationships. In previous work…

In a professional development project, six teaching practices were posited as necessary for improving affective and cognitive outcomes for identified advanced readers. These practices were identification, organization for instruction, content, instructional strategies, continuous improvement assessment, and ambassadorship. Sixty-one teachers…

Students with exceptional academic potential who come from low-income families are frequently not identified for and consequently are underrepresented in gifted and talented programs. Because of this, new means of identifying such children must be developed. This article presents the findings of exploratory and confirmatory factor analyses…

Gifted and talented students who also have a specific learning disability (SLD) are typically referred to as twice-exceptional and are among the most underserved students in our schools. Previous special education laws promoted a wait-to-fail approach; therefore, gifted students with SLD often were overlooked because their average academic…

The Naglieri Nonverbal Ability Test (NNAT) is said to be a culturally neutral measure of ability that assesses both majority and minority students equally. Although research has examined the effects of ethnicity and gender on NNAT performance, little published research has examined the relationship between socioeconomic status (SES) and NNAT…