The paper reviews research dealing with spatial cognitive ability differences in gifted children and cites implications for reading instruction of gifted readers. A study is detailed which found (1) different spatial profiles for 62 gifted middle students, and (2) that Ss had either three-dimensional transformational excellence or outstanding two-dimensional recognition ability, but not both. Case studies are presented to illustrate how "severely gifted readers" may be stifled in their creativity by traditional literature approaches, and how spatially gifted readers frequently intertwine spatial, mathematical, and linguistic ideas. Suggestions for teaching include broadening the curriculum to find instructional tasks compatible with student interests. A nine-page list of reading selections in science fiction chosen by, and intended for, spatially gifted readers is preceded by a brief consideration of the importance of mental imagery. (CL)