The Impact of an Enrichment Program on the Emirati Verbally Gifted Children

Autor/inn/en	Elhoweris, Hala; Alhosani, Najwa; Alsheikh, Negmeldin; Bacsal, Rhoda-Myra Garces; Bonti, Eleni
Titel	The Impact of an Enrichment Program on the Emirati Verbally Gifted Children
Quelle	In: Journal of Intelligence, 10 (2022), Artikel 68 (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Elhoweris, Hala) ORCID (Bonti, Eleni)
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Academically Gifted; Gifted Education; Verbal Ability; Individualized Instruction; Reading Programs; Grade 4; Critical Reading; Reading Skills; Foreign Countries; Program Effectiveness; Student Needs; Enrichment Activities; Elementary School Students; United Arab Emirates + Suchen Sie Ihr Suchwort? Mündliche Leistung; Individualisierender Unterricht; School year 04; 4. Schuljahr; Schuljahr 04; Kritisches Lesen; Reading skill; Lesefertigkeit; Ausland; Bereicherungsprogramm; Vereinigte Arabische Emirate
Abstract	Most researchers agree that verbally gifted learners should be provided with differentiated curriculum experiences that will allow them to reach their full potential. However, research is scarce in the field. The present study examined the impact of a reading enrichment program on fourth-grade students' critical reading abilities. The program was based on the Integrated Curriculum Model (ICM). The sample consisted of forty fourth-grade verbally gifted students from a school in Dubai, who were randomly assigned to either an experimental instruction condition or a traditional instruction condition and completed pre and post-tests of language arts. A pre-and post-experimental design was used. The overall results indicated the efficacy of the differentiated enrichment program in enhancing Emirati gifted learners' critical reading abilities. The study also provides a framework for better provision and teacher training planning regarding gifted education in the UAE. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01