Reading Instruction for Talented Readers: Case Studies Documenting Few Opportunities for Continuous Progress

Abstract

In this study, a team of researchers conducted multiple observations in 12 third- and seventh-grade reading classrooms in both urban and suburban school districts over a 9-month period. These observations focused on whether talented readers received differentiated reading curriculum and/or instructional strategies. Talented readers were defined as students reading at least two grades above their chronological grade placement who also had advanced language skills and advanced processing capabilities in reading. Results indicated that talented readers received some differentiated reading instruction in 3 of the 12 classrooms. In the other nine classrooms, no challenging reading material or advanced instruction was provided for these students during regular classroom reading instruction. Appropriately challenging books were seldom made available for talented students in their classrooms, and they were rarely provided with more challenging work. Different patterns did emerge across districts. For example, the three classroom teachers who did provide some level of differentiation all taught in suburban schools.

Is there still a need for gifted education? An examination of current research

“…Current research suggests that gifted and talented students fail to be challenged in school, especially in elementary and middle school Reis et al, , 2004Westberg, Archambault, Dobyns, & Salvin, 1993). Research conducted by researchers at the National Research Center on the Gifted and Talented has identified what occurs in American classrooms for high ability students and the results describe a disturbing pattern .…”

“…Almost all classroom teachers learned to use compacting, but needed coaching and help to substitute appropriately challenging options. Reis et al (2004) Reading instruction for talented readers: Case studies documenting few opportunities for continuous progress N = 12 teachers; N = 350 students E, M Research was conducted in 12 different third and seventh grade reading classrooms in both urban and suburban school districts over a 9-month period. Results indicated that little purposeful or meaningful differentiated reading instruction was provided for talented readers in any of the classrooms.…”

'Missing out'? The potential consequences of inaccurate teacher expectations on young gifted readers' achievement outcomes

“…The first author classified students identified as reading two or more years above their chronological age as the gifted sample group, in line with current research definitions (Moore, 2005;Reis et al, 2004). Teachers simply provided an expectation for each child in the class, and had the option of commenting about particular students' special learning needs or abilities in reading .…”

“…Standardised reading achievement data for every student were compared to national means. Of the students, 275 were identified as reading 2 or more years above their chronological age, and were classified as gifted in accordance with the definition of Reis et al (2004), and 1413 students were identified as nongifted. Although there was a relatively even gender split of 821 boys (48.6%) and 867 girls (51.4%) across the total sample of 1688 student participants, within the sample group of gifted readers, 58.9% were girls (n = 162) and 41.1% were boys (n = 113).…”

“…While it was usual to identify gifted readers on the basis of relative comparisons within sameage peer groups, this could be challenging as peer groups naturally varied. Reis et al (2004) concluded that a young reader demonstrating reading abilities at least two years in advance of their same-aged peers would be identified as gifted. Another, similar definition called for demonstrated reading abilities of two years above 'grade' level (Moore, 2005).…”