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Renzulli, Joseph S.; Reis, Sally M. – Gifted Education International, 2012
Remarkable advances in instructional communication technology (ICT) have now made it possible to provide high levels of enrichment services to students online. This paper describes an Internet-based enrichment program based on a high-end learning theory that focuses on the development of creative productivity through the "application" of knowledge…
Descriptors: Learning Theories, Gifted, Enrichment Activities, Enrichment
Little, Catherine A.; McCoach, D. Betsy; Reis, Sally M. – Journal of Advanced Academics, 2014
Reading instruction often does not focus on appealing to student interests, offering choice, or responding to the needs of advanced readers. In this experimental study, we examined the effects on achievement of an instructional approach involving choice, differentiated instruction, and extensive, supported, independent reading, with corresponding…
Descriptors: Reading Instruction, Individualized Reading, Individualized Instruction, Reading Achievement
Reis, Sally M.; Baum, Susan M.; Burke, Edith – Gifted Child Quarterly, 2014
In this article, a new definition of twice-exceptional children is proposed. In addition to introducing this new definition, the authors provide a research-based rationale for the definition, offer a clear profile of twice-exceptional youth, and summarize the development of new programs and practices to enable these students to develop their gifts…
Descriptors: Definitions, Comorbidity, Academically Gifted, Learning Disabilities
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Firmender, Janine M.; Reis, Sally M.; Sweeny, Sheelah M. – Gifted Child Quarterly, 2013
This research examined the range of reading fluency and comprehension scores of 1,149 students in five diverse elementary schools, including a gifted and talented magnet school. Results revealed a range in reading comprehension across all schools of 9.2 grade levels in Grade 3, 11.3 in Grade 4, and 11.6 in Grade 5. A similar wide range of oral…
Descriptors: Academically Gifted, Reading Achievement, Reading Instruction, Elementary School Students
Reis, Sally M.; Boeve, Hope – Journal for the Education of the Gifted, 2009
This mixed-methods study combined the use of qualitative, comparative case study methods with other data analysis procedures to investigate an afterschool enriched reading program for academically gifted students who had also been identified as talented readers. The Schoolwide Enrichment Model-Reading Framework (SEM-R) was used to provide…
Descriptors: Urban Schools, Reading Fluency, Academically Gifted, Independent Reading
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Reis, Sally M.; Renzulli, Joseph S. – Learning and Individual Differences, 2010
What recent research has been conducted about gifted and talented students and their learning experiences in school? As we complete the first decade of the new century we are entering a time when much attention is focused on remediation and test preparation; it only seems appropriate to reflect upon what has been learned about gifted education…
Descriptors: Gifted, Talent, Educational Experience, Special Education
Reis, Sally M.; Morales-Taylor, Miriam – Gifted Child Today, 2010
Academically talented students in many urban areas in the authors' Northeastern corner of the county have limited access to gifted and talented programs due to lack of funding and attention focused on students who are achieving well below grade level. In the city of Hartford, for example, no gifted program has been available for more than a…
Descriptors: Urban Schools, Academically Gifted, Talent, Emotional Adjustment
Reis, Sally M. – School Administrator, 2007
This article examines learning opportunities for gifted and talented students. Districts and states have developed innovative programs that include mentorships, Saturday programs, after-school enrichment activities and summer internships. However, recent experiences suggest strongly that this attention has decreased in the years following the…
Descriptors: Federal Legislation, Enrichment Activities, Academically Gifted, Ability Grouping
Housand, Angela; Reis, Sally M. – Journal of Advanced Academics, 2008
Personal processes, the environment, and individual behaviors of both teachers and students are factors that facilitate students' use of self-regulation learning strategies in reading. Some environmental conditions, such as organization of materials and clear expectations, support the development and use of self-regulation learning (SRL)…
Descriptors: Academically Gifted, Learning Strategies, Goal Orientation, Reading Instruction
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Wilson, Hope E.; Siegle, Del; McCoach, D. Betsy; Little, Catherine A.; Reis, Sally M. – Gifted Child Quarterly, 2014
Academic self-concept predicts students' future goals and is affected by a student's relative success compared with his or her peer group. This exploratory study used structural equation modeling to examine the contributions of the perceived level of difficulty of the curriculum, in addition to the contributions of social comparison and…
Descriptors: Academically Gifted, Self Concept, Academic Ability, Structural Equation Models
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Reis, Sally M.; Renzulli, Joseph S. – Gifted Child Quarterly, 2009
This myth that the gifted constitute a single, homogeneous group is addressed by the authors in this article. They respond by saying that there is no single homogeneous group of gifted children and adults, and giftedness is developmental, not fixed at birth. Research in the past few decades has pointed to the ways in which gifts and talents vary,…
Descriptors: Academically Gifted, Misconceptions, Individual Characteristics, Developmental Stages
O'Shea, Margaret; Heilbronner, Nancy N.; Reis, Sally M. – Journal of Advanced Academics, 2010
The issue of gender differences in female math achievement, especially among highly able females has been studied by researchers over the last few decades. The Scholastic Achievement Test (SAT), the most widely used instrument in the screening of college applicants, continues to show large and consistent differences among high-ability students,…
Descriptors: Qualitative Research, Females, Research Methodology, College Applicants
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Rubenstein, Lisa Davia; Siegle, Del; Reis, Sally M.; Mccoach, D. Betsy; Burton, Meredith Greene – Psychology in the Schools, 2012
The seeming lack of motivation of many academically gifted students is an area of frustration and concern for many parents, teachers, and psychologists. This article explores two studies in which researchers designed interventions to improve academic achievement. Both interventions were created using the Achievement-Orientation Model. The first…
Descriptors: Intervention, Academically Gifted, Self Efficacy, Psychologists
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Ruban, Lilia; Reis, Sally M. – Roeper Review, 2006
The present mixed-methods study attempts to provide insights into the nature, idiosyncrasies, and inter- and intra-individual patterns of academic self-regulatory strategy use among two different populations of university students. Low-achieving (n = 49) and high-achieving students (n = 131) described their self-regulatory strategy use in their…
Descriptors: Low Achievement, Gifted, Learning Strategies, Self Management
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Reis, Sally M.; McCoach, D. Betsy; Little, Catherine A.; Muller, Lisa M.; Kaniskan, R. Burcu – American Educational Research Journal, 2011
This experimental study examined the effect of a differentiated, enriched reading program on students' oral reading fluency and comprehension using the schoolwide enrichment model-reading (SEM-R). Treatment and control conditions were randomly assigned to 63 teachers and 1,192 second through fifth grade students across five elementary schools.…
Descriptors: Group Instruction, Reading Comprehension, Reading Fluency, Reading Programs
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