ERIC Number: EJ696206
Record Type: Journal
Publication Date: 2004
Reference Count: N/A
An Illustrative Case Study of Precocious Reading Ability
Stainthorp, Rhona; Hughes, Diana
Gifted Child Quarterly, v48 n2 p107 Spr 2004
This is a longitudinal case study of a child who taught herself to read before she went to school. This case study is drawn from a wider study of a group of precocious readers, all of whom had received no explicit instruction, but who had had positive literacy experiences in their homes. The subject of this study was able to read fluently at the age of 5 years and 4 months. Her reading was at least 5 years ahead of her chronological age and her spelling was 4 years ahead. Her reading speed was also very proficient. Moreover, tests indicated that her pseudoword reading was highly accurate and that she was highly, proficient on a series of measures of phonemic awareness. Her performance was also assessed at the ages of 6, 7, and 11 years. She continued to show high levels of ability in all aspects of literacy. This study contrasts with recent case studies on very precocious readers who showed poor levels of phonological awareness and who were unable to spell at an early age.
Descriptors: Phonemic Awareness, Phonological Awareness, Case Studies, Age, Reading Ability, Reading Rate
National Association for Gifted Children, 1707 L Street, NW, Suite 550, Washington, DC 20036. Web site: http://www.nagc.org.
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Early Childhood Education; Elementary Education
Authoring Institution: N/A