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ERIC Number: ED262388
Record Type: RIE
Publication Date: 1985-May
Pages: 22
Abstractor: N/A
Reference Count: 0
Teaching Strategies to Fit the Learning Styles of Gifted Readers in the Middle Grades.
Ross, Elinor; Wright, Jill
Before working with middle school gifted students, the teacher should be aware of the characteristics and learning style preferences of these students. For example, the years from 9 to 13 are a time of physical, social, emotional, and cognitive change--also called an "age of ambivalence." Many of these students tackle decision making sooner and reach the stage of formal operations (abstract thinking) earlier than their peers. Consequently, certain teaching preferences become apparent. Teachers should accept challenges brought by gifted students, and they should offer new and alternative ways of helping them view their problems. Several approaches or strategies for teaching reading and the language arts follow logically from traits of gifted students that have been identified: e.g., directed reading-thinking activity, the individualized approach, and the merging of instruction in reading and writing. Gifted students also need access to the library whenever possible, and the library serves as an excellent means for crossing subject matter boundaries. The characteristics of gifted readers are also related to certain types of literature. The kinds of books that gifted readers are likely to enjoy can be found among the selections in the annual list of "Children's Choices," a project of the International Reading Association-Children's Book Council Joint Committee. (Appendixes include an annotated list of readings taken from lists published from 1980 to 1985 and suggested reading/language activities to challenge gifted students.) (HOD)
Publication Type: Speeches/Meeting Papers; Guides - Classroom - Teacher
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Adapted from a paper presented at the Annual Meeting of the International Reading Association (30th, New Orleans, LA, May 5-9, 1985).