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

University of Connecticut

E. Jean Gubbins

University of Connecticut

Christine J. Briggs

University of Louisiana, Lafayette

Fredric J. Schreiber

University of Connecticut

Susannah Richards

College of New Rochelle

Joan K. Jacobs

University of Connecticut

Rebecca D. Eckert

University of Connecticut

Joseph S. Renzulli

University of Connecticut

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.

Gifted Child Quarterly, Vol. 48, No. 4, 315-338 (2004)
DOI: 10.1177/001698620404800406


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