Reading Instruction for Talented Readers: Case Studies Documenting Few Opportunities for Continuous Progress
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ERIC Institute of Education Sciences
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| Autori principali: | , , , , , , , , |
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| Natura: | Recurso educativo Open Access |
| Lingua: | en |
| Pubblicazione: |
2003
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| _version_ | 1867181873013194752 |
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| author | Reis, Sally M. Gubbins, E. Jean Briggs, Christine Schreiber, Fredric J. Richards, Susannah Jacobs, Joan Eckert, Rebecca D. Renzulli, Joseph S. Alexander, Margaret |
| author_facet | Reis, Sally M. Gubbins, E. Jean Briggs, Christine Schreiber, Fredric J. Richards, Susannah Jacobs, Joan Eckert, Rebecca D. Renzulli, Joseph S. Alexander, Margaret Reis, Sally M. Gubbins, E. Jean Briggs, Christine Schreiber, Fredric J. Richards, Susannah Jacobs, Joan Eckert, Rebecca D. Renzulli, Joseph S. Alexander, Margaret |
| collection | Education Resources Information Center |
| contents | Reading Instruction for Talented Readers: Case Studies Documenting Few Opportunities for Continuous Progress Reis, Sally M. Gubbins, E. Jean Briggs, Christine Schreiber, Fredric J. Richards, Susannah Jacobs, Joan Eckert, Rebecca D. Renzulli, Joseph S. Alexander, Margaret Educational Strategies Reading Materials Placement Independent Reading School Libraries Case Studies Reading Instruction Academically Gifted Student Placement Grouping (Instructional Purposes) Qualitative Research Comparative Analysis Observation Individualized Instruction Curriculum Design Acceleration (Education) Talent Reading Ability Reading Achievement In this research study, the type and nature of reading instruction provided for talented readers was investigated through use of in-depth qualitative comparative case studies. A team of researchers conducted multiple observations in 12 different third and seventh grade reading classrooms in both urban and suburban school districts over a 9-month period. These observations focused on whether a differentiated reading curriculum and/or instructional strategies were provided for talented readers. For the purposes of this study, talented readers were defined as reading at least two grades above their chronological grade placement. The areas studied included daily reading practices in these classrooms; modification or differentiation during regular classroom instructional periods; grouping or acceleration opportunities; and independent reading completed by talented readers. Results indicated that little purposeful or meaningful differentiated reading instruction was provided for talented readers in any of the 12 classrooms. Above-grade level books were seldom available for these students in their classrooms, and they were not often encouraged to select more challenging books from the school library. Talented readers seldom encountered challenging reading material during regular classroom instruction. (Contains 6 table and 2 figures.) |
| format | Recurso educativo Open Access |
| id | eric_ED505460 |
| institution | ERIC Institute of Education Sciences |
| language | en |
| publishDate | 2003 |
| record_format | eric |
| spellingShingle | Reading Instruction for Talented Readers: Case Studies Documenting Few Opportunities for Continuous Progress Reis, Sally M. Gubbins, E. Jean Briggs, Christine Schreiber, Fredric J. Richards, Susannah Jacobs, Joan Eckert, Rebecca D. Renzulli, Joseph S. Alexander, Margaret Educational Strategies Reading Materials Placement Independent Reading School Libraries Case Studies Reading Instruction Academically Gifted Student Placement Grouping (Instructional Purposes) Qualitative Research Comparative Analysis Observation Individualized Instruction Curriculum Design Acceleration (Education) Talent Reading Ability Reading Achievement Reading Instruction for Talented Readers: Case Studies Documenting Few Opportunities for Continuous Progress Reis, Sally M. Gubbins, E. Jean Briggs, Christine Schreiber, Fredric J. Richards, Susannah Jacobs, Joan Eckert, Rebecca D. Renzulli, Joseph S. Alexander, Margaret Educational Strategies Reading Materials Placement Independent Reading School Libraries Case Studies Reading Instruction Academically Gifted Student Placement Grouping (Instructional Purposes) Qualitative Research Comparative Analysis Observation Individualized Instruction Curriculum Design Acceleration (Education) Talent Reading Ability Reading Achievement In this research study, the type and nature of reading instruction provided for talented readers was investigated through use of in-depth qualitative comparative case studies. A team of researchers conducted multiple observations in 12 different third and seventh grade reading classrooms in both urban and suburban school districts over a 9-month period. These observations focused on whether a differentiated reading curriculum and/or instructional strategies were provided for talented readers. For the purposes of this study, talented readers were defined as reading at least two grades above their chronological grade placement. The areas studied included daily reading practices in these classrooms; modification or differentiation during regular classroom instructional periods; grouping or acceleration opportunities; and independent reading completed by talented readers. Results indicated that little purposeful or meaningful differentiated reading instruction was provided for talented readers in any of the 12 classrooms. Above-grade level books were seldom available for these students in their classrooms, and they were not often encouraged to select more challenging books from the school library. Talented readers seldom encountered challenging reading material during regular classroom instruction. (Contains 6 table and 2 figures.) |
| title | Reading Instruction for Talented Readers: Case Studies Documenting Few Opportunities for Continuous Progress |
| topic | Educational Strategies Reading Materials Placement Independent Reading School Libraries Case Studies Reading Instruction Academically Gifted Student Placement Grouping (Instructional Purposes) Qualitative Research Comparative Analysis Observation Individualized Instruction Curriculum Design Acceleration (Education) Talent Reading Ability Reading Achievement |
| url | https://eric.ed.gov/?id=ED505460 |