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ERIC Number: ED282235
Record Type: RIE
Publication Date: 1985
Pages: 15
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Literature, Comprehension, and Gifted Readers.
Howell, Helen
Many gifted children enter kindergarten already reading and in need of reading instruction that is different from the regular program. A reading program for gifted youngsters that is literature-based will help develop comprehension skills at the highest cognitive levels and will also foster the desire to read. Beginning with the interpretation of illustrations in wordless picture books and continuing with print material, children can identify story themes (main ideas), predict plot outcomes, and define characters and setting. Possibilities for developing sequencing skills include: (1) putting the main points on cards, arranging them in order; (2) outlining/telling what happens through creative drama; and (3) using a flannel board and cutouts. Frequent questioning helps children to develop a viewpoint, to analyze characterization and to evaluate various elements in the story. Children with more advanced conceptual development and background can deal with books with more complicated plot structure, such as Beverly Cleary's "Dear Mr. Henshaw" or Natalie Babbitt's "Tuck Everlasting." Students should be encouraged to keep their own journals, an activity that increases language skills and self-understanding. The activities of comparison/contrast may be used advantageously with books by the same author or in series, or with books with similar elements. Book discussion groups are particularly effective when used with gifted children, but care should be taken never to scrutinize, dissect, or analyze until reading literature loses its appeal as an enjoyable lifelong activity. (References and a book list are included.) (NKA)
Publication Type: Guides - Classroom - Teacher; Opinion Papers
Education Level: N/A
Audience: Teachers; Practitioners
Language: English
Sponsor: N/A
Authoring Institution: N/A