Intended for administrators and policymakers as well as teachers, this digest explores issues related to teaching English to the gifted student. The digest begins by examining the criteria used for identifying gifted/talented students, noting that some successful programs for the gifted in English and language arts do not restrict admission criteria to IQ scores and grade point averages. Next, the digest identifies four principles for developing an effective English and language arts program for the gifted/talented. Finally, the digest identifies resources that exist for teaching English to the gifted/talented as well as criteria used for evaluating English/language arts programs developed for the gifted. (HOD)