Reading, Writing, and Raising the Bar: Exploring Gifts and Talents in Literacy

Chapter

Abstract

This chapter begins with a discussion of the characteristics of gifted and talented readers and writers. It examines the relationship between reading and writing in children who exhibit high potential in literacy. The chapter explores critical reading, writing, listening, and speaking as integral components in leading a literary life. It also focuses on suggestions for choosing quality literature in order to stimulate critical thinking and provide a model for students to write well. The chapter stresses the need for excellence in writing skills, as is posited in it Genius Denied (2004) that “a gifted, creative child needs that creativity honed and trained” (p. 104). Common frustrations experienced by gifted students are also discussed. The chapter also examines how the current “age of accountability” hinders our gifted students’ writing initiatives. The chapter also contains suggestions for raising the bar for those with gifts and talents in literacy.

Keywords

Domain-specific giftedness Gifted literacy Gifted readers Gifted writers Multicultural literature Technological literacy Children’s literature 
This is a preview of subscription content, log in to check access.

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  1. Alber, S. R., Martin, C. M., & Gammill, D. M. (2005). Using the literary masters to inspire written expression in gifted students. Gifted Child Today, 28(2), 50–59.Google Scholar
  2. Austin, P. (2003). Challenging gifted readers. Book Links12(5), 32–37.Google Scholar
  3. Bartlett, J. (1992). Bartlett’s Familiar Quotations, 16th Edition. Kaplan, J., Ed., Toronto, Canada: Little, Brown, & Co.Google Scholar
  4. Berger, J. (2006, December). Immigrant children shielded from state tests, but for whose protection? Retrieved December 27, 2006 from http://www.nytimes.com/2006/12/27/education/27education.html?_r=1&oref=slogin&ref….
  5. Black, S. (2005). Adventures with words: storytelling as language experience for gifted learners. In S.K. Johnsen & J. Kendrick (Eds.), Language Arts for Gifted Students. Waco, Texas: Prufrock Press.Google Scholar
  6. Brighton, C. M. (2002). Straddling the fence: implementing best practices in an age of accountability. Gifted Child Today, 25(3), 30–33.Google Scholar
  7. Cassidy, J., & Cassidy, D. (2004). Literacy trends and issues today: An on-going study. Reading and Writing Quarterly, 20, 11–28.CrossRefGoogle Scholar
  8. Cramond, B. (2004). Reading instruction for the gifted. Illinois Reading Council Journal, 32(4),31–36.Google Scholar
  9. Cramond, B. (1993). Speaking and listening: key components of a complete language arts program for the gifted. Roeper Review, 16 (1), 44–48.CrossRefGoogle Scholar
  10. Cross, T. L. (2002). Gifted students and the adults who provide for them: lessons learned from terrorism. Gifted Child Today, 25(2), 33–35.Google Scholar
  11. Davidson, J., & Davidson, B. (2004). Genius Denied. New York: Simon & Schuster.Google Scholar
  12. Dixon, F., Cassady, J., Cross, T., & Williams, D. (2005). Effects of technology on critical thinking and essay writing among gifted adolescents. The Journal of Secondary Gifted Education, XVI(4), 180–189.Google Scholar
  13. Dooley, C. (1993). The challenge: meeting the needs of gifted readers. The Reading Teacher, 46(7), 546–551.Google Scholar
  14. Fletcher, R. & Portalupi, J. (1998). Craft Lessons. York, Maine: Stenhouse Publishing.Google Scholar
  15. Ford, D. Y., Howard, T. C., & Harris III, J. (2005). Using multicultural literature in gifted education classrooms. In S. K. Johnsen & J. Kendrick (Eds.), Language Arts for Gifted Students. Waco, TX: Prufrock Press.Google Scholar
  16. Gelb, A., & Gelb, B. (1964). O’Neill. New York: Dell Publishing.Google Scholar
  17. Glass, T. F. (2004). What gift? The reality of the student who is gifted and talented in public school classrooms. Gifted Child Today, 27(4), 25–29.Google Scholar
  18. Heard, G. (1999). Awakening the Heart. Portsmouth, NH: Heinemann.Google Scholar
  19. Ito, T. (1994). The Importance of John Steinbeck. San Diego, CA: Lucent Books.Google Scholar
  20. Jost, K. (1997). Education gifted students: are US schools neglecting the brighest young? CQ Researchers, 7, 265–268.Google Scholar
  21. Kaufman, J. C., Gentile, C. A., & Baer, J. (2005). Do gifted student writers and creative writing experts rate creativity the same way. Gifted Child Quarterly, 49(3), 260–264. CrossRefGoogle Scholar
  22. Leland, C. H., & Harste, J. C. (2005). Doing what we want to become: preparing new urban teachers. Urban Education, 40(1), 60–77.CrossRefGoogle Scholar
  23. Little, C. (2002). Reasoning as a key component of language arts curricula. The Journal of Secondary Gifted Education, XIII(2), 52–59.Google Scholar
  24. Martin, C. (2005). Tips for parents: writing and the gifted child. Davidson Institute for Talent Development/Young Scholars Seminar, Retrieved from http://www.GT-Cybersource.org/Record.aspx?NavID=2_0&rid=14075.
  25. Matthews, D. J., & Foster, J. F. (2005). Being Smart about Gifted Children. Scottsdale, AZ: Great Potential Press.Google Scholar
  26. Moore, M. (2005). Meeting the educational needs of young gifted readers in the regular classroom. Gifted Child Today, 28(4), 40–50.Google Scholar
  27. Morgan, S., & Forster, J. (1999). Creativity in the classroom. Gifted Education International, 14, 29–43.Google Scholar
  28. National Association for Gifted Children. (2006). http://www.nagc.org.
  29. New York Metropolitan Transportation Council. (2004), 2005–2030 Regional Transportation Plan (Appendix C_, retrieved December 27, 2006 from http://narc.org/uploads/File/Transportation/Library/MemberDoes/NYMTC_c.pdf
  30. Osborn, J. (2001). Issues in educating exceptionally gifted students. The Davidson Foundation. Retrieved from http://www.GT-Cybersource.org/Record.aspx?NavID=2_0&rid=11471.
  31. Peterson, N. (2006). What your child needs as a writer. Encouraging Your Child’s Writing Talent: The Involved Parent. Waco, TX: Prufrock Press.Google Scholar
  32. Peterson, S. S., & Kennedy, K. (2006). Sixth-grade teachers’ written comments on student writing: genre and gender influences. Written Communications, 23(1), 36–61. CrossRefGoogle Scholar
  33. Piirto, J. (1999). Talented Children and Adults: Their Development and Education. Upper Saddle River, NJ: Prentice Hall.Google Scholar
  34. Rinard, B. (2004). Tips for parents: the reluctant writer. Davidson Institute for Talent Development. Young Scholars Seminar. Retrieved from http://www.gt-cybersource.org/Record.aspx?NavID-2_0&rid=13329.
  35. Sak, U. (2004). About creativity, giftedness, and teaching the creatively gifted in the classroom. Roeper Review, 26(4), 216–222. CrossRefGoogle Scholar
  36. Saxton, M. (1977). Louisa May: A Modern Biography of Louisa May Alcott). Boston, Massachusetts: Houghton Miflin.Google Scholar
  37. See, C. (2002). Making a Literary Life: Advice for Writers and Other Dreamers. New York: Random House.Google Scholar
  38. Shaughnessy, M., & Gerkey, S. (1986). The gifted and writing. ERIC #ED283169. http://www.eric.ed.gov//ERICWebPortal/home.portal?_nfpb=true&_PageLabel=RecordDetails&…
  39. Siegle, D. (2004). The merging of literacy and technology in the 21st century; a bonus for gifted education. Gifted Child Today, 27(2), 32–35.Google Scholar
  40. Smith, C. B. (1991). Literature for gifted and talented. The Reading Teacher, 44(8), 608–609.Google Scholar
  41. Stainthorp, R., & Hughes, D. (2004). An illustrative case study of precocious reading ability. Gifted Child Quarterly, 48(2), 107–119.CrossRefGoogle Scholar
  42. Sullivan, E. P. & Donoho, G. E. (1994). Reading interests of gifted secondary school writers. ERIC ED381760. http://us.f398.mail.yahoo.com/ym/ShowLetter?Search=&Idx=3&yy=22344y&y5beta=ye.
  43. Thompson, M. C. (2002). Vocabulary and grammar: critical content for critical thinking. The Journal of Secondary Gifted Education, XIII(2), 60–66.Google Scholar
  44. Truss, L. (2003). Eats, Shoots & Leaves. New York: Gotham Books.Google Scholar
  45. VanTassel-Baska, J. (2003). Differentiating the language arts for high ability learners. ERIC Digest E640. Eric Clearinghouse on Disabilities and Gifted Education, Va. www.ericec.org.
  46. VanTassel-Baska, J., Zuo, L., Avery, L. D., & Little, C. A. (2002). A curriculum study of gifted-student learning in the language arts. Gifted Child Quarterly, 46(1), 30–43.CrossRefGoogle Scholar
  47. Wallis, C., & Steptoe, S. (2006, December 18). How to bring our schools out of the 20th century. Time, 168(25), 50–56.Google Scholar
  48. Williams, M. (2005). Challenging gifted and talented children during literacy hour. Gifted Education International, 20, 70–79.Google Scholar
  49. Williams, M. (2003). The importance of metacognition in the literacy development of young gifted and talented children. Gifted Education International, 17, 249–258.Google Scholar
  50. Yates, C., Berninger, V., & Abbot, R. (1995). Specific writing disabilities in intellectually gifted children. Journal for the Education of the Gifted, 18(2), 131–155.Google Scholar

Copyright information

© Springer Science+Business Media B.V. 2009

Authors and Affiliations

  1. 1.The ASHAR SchoolMonseyUSA
  2. 2.Adolph Schreiber Hebrew AcademyRockland

Personalised recommendations