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

Autor/inn/en	Reis, Sally M.; Gubbins, E. Jean; Briggs, Christine; Schreiber, Fredric J.; Richards, Susannah; Jacobs, Joan; Eckert, Rebecca D.; Renzulli, Joseph S.; Alexander, Margaret
Institution	National Research Center on the Gifted and Talented
Titel	Reading Instruction for Talented Readers: Case Studies Documenting Few Opportunities for Continuous Progress
Quelle	(2003), (202 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Educational Strategies; Reading Materials; Placement; Independent Reading; School Libraries; Case Studies; Reading Instruction; Academically Gifted; Student Placement; Grouping (Instructional Purposes); Qualitative Research; Comparative Analysis; Observation; Individualized Instruction; Curriculum Design; Acceleration (Education); Talent; Reading Ability; Reading Achievement + Suchen Sie Ihr Suchwort? Lehrstrategie; Betriebspraktikum; Praktikum; Freies Lesen; School library; Schulbibliothek; Case study; Fallstudie; Case Study; Leseunterricht; Schülerpraktikum; Grouping; Gruppenbildung; Qualitative Forschung; Beobachtung; Individualisierender Unterricht; Lehrplangestaltung; Acceleration; Beschleunigung; Begabung; Hochbegabung; Reading competence; Lesekompetenz; Leseleistung
Abstract	In this research study, the type and nature of reading instruction provided for talented readers was investigated through use of in-depth qualitative comparative case studies. A team of researchers conducted multiple observations in 12 different third and seventh grade reading classrooms in both urban and suburban school districts over a 9-month period. These observations focused on whether a differentiated reading curriculum and/or instructional strategies were provided for talented readers. For the purposes of this study, talented readers were defined as reading at least two grades above their chronological grade placement. The areas studied included daily reading practices in these classrooms; modification or differentiation during regular classroom instructional periods; grouping or acceleration opportunities; and independent reading completed by talented readers. Results indicated that little purposeful or meaningful differentiated reading instruction was provided for talented readers in any of the 12 classrooms. Above-grade level books were seldom available for these students in their classrooms, and they were not often encouraged to select more challenging books from the school library. Talented readers seldom encountered challenging reading material during regular classroom instruction. (Contains 6 table and 2 figures.) (As Provided).
Anmerkungen	National Research Center on the Gifted and Talented. University of Connecticut, 2131 Hillside Road Unit 3007, Storrs, CT 06269-4676. Tel: 860-486-4676; Fax: 860-486-2900; Web site: http://www.gifted.uconn.edu/nrcgt.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10