Proficiency and Giftedness: The Role of Language Comprehension in Gifted Identification and Achievement

Autor/inn/en	Hamilton, Rashea; Long, Daniel; McCoach, D. Betsy; Hemmler, Vonna; Siegle, Del; Newton, Sarah D.; Gubbins, E. Jean; Callahan, Carolyn M.
Titel	Proficiency and Giftedness: The Role of Language Comprehension in Gifted Identification and Achievement
Quelle	In: Journal for the Education of the Gifted, 43 (2020) 4, S.370-404 (35 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Hamilton, Rashea) ORCID (Long, Daniel) ORCID (Hemmler, Vonna) ORCID (Siegle, Del) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3532
DOI	10.1177/0162353220955225
Schlagwörter	English Language Learners; Language Proficiency; Academically Gifted; Talent Identification; Academic Achievement; Classification; Demography; Socioeconomic Influences; Time; Race; Ethnicity; Income; Elementary School Students + Suchen Sie Ihr Suchwort? Language skill; Language skills; Sprachkompetenz; Begabtenanalyse; Talentsuche; Schulleistung; Classification system; Klassifikation; Klassifikationssystem; Demografie; Sozioökonomischer Faktor; Zeit; Rasse; Abstammung; Ethnizität; Einkommen
Abstract	English learners (ELs) are the fastest growing population of students in the United States and currently represent nearly 10% of public school enrollment; however, they also constitute less than 3% of gifted program enrollment in these schools. Although an increasing number of studies explore this underrepresentation, research that specifically examines the role of language proficiency in gifted identification is limited. This study explored the role of several factors on ELs' time to reclassification (the point at which students are considered to have reached language proficiency and are no longer classified as ELs) and, in turn, being identified for gifted services. The findings suggested notable demographic and socioeconomic influences on the time to reclassification of ELs. Students who were reclassified earlier tended to be enrolled in schools with more gifted students and had a greater probability of being identified as gifted. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01