The language aspects of children with high abilities/giftedness: an integrative literature review

Abstract

Purpose: to analyze information and characteristics of the language of children diagnosed with high abilities and giftedness. Methods: an integrative literature review based on a search in LILACS, MEDLINE, and Google Scholar databases, combining the keywords “Speech-Language-Hearing and high abilities”, “giftedness and child language”. Results: a total of 45 articles that met the inclusion criteria were analyzed, of which 29 were excluded and 16 selected for the review. The analysis of these articles made it possible to verify, though superficially, the aspects in the oral and written language of children with high abilities and giftedness. These children’s vocabulary and discourse are usually rich, with excellent comprehension skills. There is early interest in reading, besides noteworthy writing comprehension and decoding skills. The studies indicate that these capacities are atypical when compared with those of the population referred to as normal. The discourse of gifted children tends to be compatible with that of children two years older, and their language develops faster. Conclusion: the language of children diagnosed with high abilities and giftedness has particularities that must be better studied, as their development differs from that of other children.