Open Access Graduate Research Paper
Children who are gifted often enter school having mastered basic reading skills and as avid readers. Trezis (1978) found that "Nearly half of Terman's (1925) highly gifted students...learned to read before starting school, apparently--reported by parents--by some osmotic means!" (p. 743). These children do not need basal reading group skill training where they often become bored, frustrated, and negative about reading and school. Yet, Spache and Spache (1977) found the basal reading approach is used by "95 to 98 percent of primary teachers ••• every day" (p. 10). This signifies a need to change reading instruction and programming for gifted children from one of repetition, drill, and unstimulating basal materials to programming that minimizes skill training and concentrates on enrichment and accelerated activities 'appropriate for the superior student. A variety of techniques, materials, and resources should be used. Creative reading should be stressed with work that develops skills training in analysis, synthesis, and evaluation (Bloom's taxonomy) plus the attachment of values to ideas and concepts and the development of a value system.
Year of Submission
Master of Arts in Education
Department of Curriculum and Instruction
Gaile S. Cannella
1 PDF file (85 leaves)
©1982 Louise M. Huebner
Huebner, Louise M., "Literature and the gifted kindergarten/primary child" (1982). Graduate Research Papers. 2590.