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Boultinghouse, Ann – Roeper Review, 1984
A learning styles inventory listing 27 different classroom tasks in nine categories (including projects, acting, drill, and peer teaching) was administered to primary and intermediate students. Ss designated by their teachers as gifted indicated definite preferences different from nongifted students. (CL)
Descriptors: Cognitive Style, Gifted, Intermediate Grades, Primary Education
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Bonds, Charles W.; Bonds, Lella T. – Roeper Review, 1983
Children who are reading well as they enter first grade usually have extensive vocabularies and good retention. Teachers should assess the students' various levels of reading ability (word recognition and comprehension) to plan a program with differentiated methods. (CL)
Descriptors: Early Reading, Gifted, Memory, Primary Education
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Brown, Wesley; Rogan, Joseph – Roeper Review, 1983
Reading for primary level gifted children should provide for more appropriate experiences than by mere adaptations of the regular reading program. Early identification should be followed by small group instruction in which gifted students are encouraged to read widely, creatively, and critically. (CL)
Descriptors: Creative Development, Gifted, Grouping (Instructional Purposes), Primary Education
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Biersdorf, Margot Peterson – Roeper Review, 1979
The article examines a language arts course for gifted six- and seven-year-old children. After exploring some characteristics of giftedness, the author discusses the course, which incorporates reading, literary awareness, and creative writing. (PHR)
Descriptors: Course Descriptions, Creative Writing, Gifted, Language Arts
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Boothby, Paula – Roeper Review, 1979
Activities for the development of creative and critical reading skills for gifted primary students are outlined. Among the suggestions are dramatization of a story and discussion of the connotative meaning of words. (PHR)
Descriptors: Creative Activities, Creative Reading, Critical Reading, Gifted
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Beebe, Rosalie Lake – Roeper Review, 1979
The article describes the development of creative writing ability in the three- to seven-year-old gifted child. Examples of the writing of this age group are used to illustrate the stages in the development of writing ability. (PHR)
Descriptors: Creative Writing, Developmental Stages, Gifted, Preschool Education
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Diezmann, Carmel M.; English, Lyn D. – Roeper Review, 2001
This article describes a series of enrichment experiences designed to develop young (ages 5 to 8) gifted children's understanding of large numbers, central to their investigation of space travel. It describes activities designed to teach reading of large numbers and exploring numbers to a thousand and then a million. (Contains ten references.) (DB)
Descriptors: Academically Gifted, Enrichment Activities, Integrated Curriculum, Mathematics Education
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Tucker, Brooke; Hafenstein, Norma Lu; Jones, Shannon; Bernick, Rivian; Haines, Kim – Roeper Review, 1997
Describes an integrated-thematic curriculum for gifted students in the context of assumptions about learning and characteristics of gifted learners. Specific strategies and steps in curriculum development are explained and applied to a year-long focus on the theme of "evidence" in a multiaged primary classroom with curriculum units on dinosaurs,…
Descriptors: Curriculum Development, Educational Methods, Gifted, Integrated Curriculum
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Haensly, Patricia A. – Roeper Review, 1999
A study explored emerging, persistent cognitive style in four gifted preschoolers to investigate how gifted potential may be transformed or obscured as abilities are applied to tasks. Remarkable style consistencies among the screening analysis, summer program behaviors, and later reports of cognitive ability and styles in kindergarten and first…
Descriptors: Ability Identification, Child Development, Cognitive Development, Cognitive Style
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Hong, Eunsook; And Others – Roeper Review, 1995
The predictive validity of original thinking, as measured by two subtests of the Wechsler Intelligence Scale for Children, to the performance of real-world creative activities (in such domains as art, drama, sport, music, and dance) was examined in 60 second-graders. Original thinking was significantly related to creative performance but not to…
Descriptors: Creative Activities, Creative Expression, Creative Thinking, Creativity
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Jackson, Nancy Ewald; Lu, Wen-Hui – Roeper Review, 1992
This paper describes the home and school experiences of 12 children from bilingual (mostly Chinese/English) homes who, before beginning first grade, demonstrated advanced ability to comprehend written English. Results demonstrate that lack of fluency in oral English should not exclude children from advanced instruction in reading. (Author/JDD)
Descriptors: Beginning Reading, Bilingual Students, Chinese, Early Experience
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Wright, Lisa; Borland, James H. – Roeper Review, 1992
The mentorship component of Project Synergy at Teachers College, Columbia University (New York), develops the talent of potentially gifted, economically disadvantaged urban kindergarten children, by matching them with mentors from a school for gifted urban minority middle school students. This paper describes training, the mentoring relationship…
Descriptors: Cross Age Teaching, Economically Disadvantaged, Gifted Disadvantaged, Intermediate Grades
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Shaklee, Beverly – Roeper Review, 1993
This article examines findings from a project to create and implement a model to assess exceptional potential in primary-level students. The article discusses the project's impact on the first cohort of 33 classroom teachers' attitudes and behaviors toward the identification of and programming for young minority and/or economically disadvantaged…
Descriptors: Ability Identification, Academically Gifted, Attitude Change, Behavior Change
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Moon, Sidney M.; Feldhusen, John F. – Roeper Review, 1993
Follow-up at the end of high school of 23 students identified as gifted in the second grade found that 87% had demonstrated average to high levels of accomplishment, that all intended to earn a college degree and pursue a career, and that far more females than males considered marriage in describing personal goals. (DB)
Descriptors: Career Choice, Elementary Secondary Education, Enrichment Activities, Followup Studies
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Proctor, Theron B.; And Others – Roeper Review, 1988
This article analyzes why schools fail to provide for early admission of intellectually advanced children. Reasons cited include misinterpretation of research findings, bias of school personnel, expense of screening, convenience of administering a uniform entrance age procedure, etc. Benefits accruing from early admission are discussed. (JDD)
Descriptors: Academically Gifted, Acceleration (Education), Admission Criteria, Early Admission
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