Graduate Research Papers

Availability

Open Access Graduate Research Paper

Abstract

The current information explosion brings two separate concerns to educators of the gifted. There ls renewed interest in describing the gifted as readers and in designing appropriate curriculum for them. Many new ideas are being explored which define intelligence and thinking skills, and there is much research into the reading process. There has been little effort, however, to correlate these two areas to formulate a program suitable for the gifted reader. Since today's students find themselves living in a critical period, classroom skills must become more than a veneer to education. They must become functional by helping the student to develop the ability to be a critical reader, to correlate and integrate information, to read between and beyond the lines, and to use [to] the fullest extent the cognitive and affective domain. (Brazell, p. 61) A suitable program level for the gifted adolescent reader should reflect metacomprehension strategies which promote creative and critical reading. Their need for greater intellectual challenge can be met in a group of similar age and social development.

Year of Submission

1986

Degree Name

Master of Arts in Education

Department

Department of Curriculum and Instruction

First Advisor

Mary Nan Aldridge

Comments

If you are the rightful copyright holder of this dissertation or thesis and wish to have it removed from the Open Access Collection, please submit a request to scholarworks@uni.edu and include clear identification of the work, preferably with URL.

Date Original

1986

Object Description

1 PDF file (29 leaves)

Language

en

File Format

application/pdf

Included in

Education Commons

COinS