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Identifying Cognitively Gifted Minority Students in Preschool

University of Miami

Christine F. Delgado

University of Miami

Preschool children were administered a screening battery consisting of nine different cognitive tasks. The participants were tracked in the public school database. Based on the children’s first-grade educational status, 2 groups were formed: one consisting of children who were in regular education and the other composed of children who were in the gifted/talented program. The children’s preschool screening scores, summed over both the identification-tasks subset and the generating-tasks subset, enabled the identification of high-performing outliers from the regular education sample who performed very well compared to the school-identified gifted sample. However, a majority of minority students among the high-performing outliers were only identified with the generating measure. The superior first-grade achievement performance of 5 of these 7 and the finding that 3 of the 7 had been placed in the gifted program in second grade, attested to the effectiveness of this measure for identifying cognitively gifted minority preschoolers.

Gifted Child Quarterly, Vol. 49, No. 3, 199-210 (2005)
DOI: 10.1177/001698620504900302


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