Relevant bibliographies by topics / Gifted language arts

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Gifted language arts'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Gifted language arts"

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Richards, Janet C., and Joan P. Gipe. "Spelling Lessons for Gifted Language Arts Students." TEACHING Exceptional Children 25, no. 2 (1993): 12–15. http://dx.doi.org/10.1177/004005999302500204.

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VanTassel-Baska, Joyce. "Assessment of Gifted Student Learning in the Language Arts." Journal of Secondary Gifted Education 13, no. 2 (2001): 67–72. http://dx.doi.org/10.4219/jsge-2002-369.

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This paper discusses important principles for assessing language arts instruction for gifted learners in classrooms. It stresses the importance of multiple measures and approaches being employed at formative and summative stages of the instructional process. Examples of rubrics, portfolios, and performance-based models are provided. The article concludes with ideas for constructing an assessment model that incorporates all of these features.
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McNeil, John D. "Elements to Include in the Language Arts Curriculum for Gifted Students." Journal for the Education of the Gifted 11, no. 2 (1988): 62–78. http://dx.doi.org/10.1177/016235328801100206.

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Recent studies have revealed themes of giftedness that have implications for the curriculum in the language arts. These themes include the desire to know and inquire, the uses of play and imagination, the thrust toward coherence, the motivational ambience of the family, and the value of varied apprenticeships. Correlatively, trends in the language arts curriculum reflect the growing influence of the constructivists' theory of learning with its emphasis on active generality of meaning by students. These curriculum trends are propitious for the gifted who excel in learning environments character
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Van Tassel-Baska, Joyce, Dana T. Johnson, Claire E. Hughes, and Linda Neal Boyce. "A Study of Language Arts Curriculum Effectiveness with Gifted Learners." Journal for the Education of the Gifted 19, no. 4 (1996): 461–80. http://dx.doi.org/10.1177/016235329601900405.

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This study of language arts curriculum effectiveness presents data that lend support to the utilization of the Integrated Curriculum Model (ICM) with high-ability learners in various grouping contexts. Significant growth gains were demonstrated in literary analysis, persuasive writing, and linguistic competency for seven experimental classes using a unit of study modelled on ICM. Implications for heterogeneous classroom use include concerns for lack of differentiation of reading selections for students not classified as advanced readers and the degree of abstraction contained in specific perfo
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VanTassel-Baska, Joyce, Li Zuo, Linda D. Avery, and Catherine A. Little. "A Curriculum Study of Gifted-Student Learning in the Language Arts." Gifted Child Quarterly 46, no. 1 (2002): 30–44. http://dx.doi.org/10.1177/001698620204600104.

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VanTassel-Baska, Joyce. "Curriculum Issues: The Importance of Selecting Literature for Gifted Learners." Gifted Child Today 40, no. 3 (2017): 183–84. http://dx.doi.org/10.1177/1076217517713783.

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This column describes criteria for selecting literature for gifted and advanced students in English-language arts. Some of the criteria considered relate to reading level, advanced use of language and vocabulary, multi-cultural literature, employment of an abstract concept, use of advanced literary elements, and exploration of social and emotional issues.
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Miller, Donalyn. "Effective Reading Instruction for Gifted Readers." Gifted Education International 25, no. 3 (2009): 281–85. http://dx.doi.org/10.1177/026142940902500309.

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Assigned as a sixth grade Language Arts teacher in both a homogenously grouped class of gifted students and a heterogeneously grouped class of gifted and high-achieving students, I have struggled to design a program of reading instruction that provides substantially different learning opportunities than what might be offered to gifted readers in a traditional, mixed-ability classroom. A cursory review of published curriculum for gifted readers yields little useful information due to the dated nature of the materials offered. It seems that limited progress has been made in the design or study o
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Robinson, Ann. "Elementary Language Arts for the Gifted: Assimilation and Accommodation in the Curriculum." Gifted Child Quarterly 30, no. 4 (1986): 178–81. http://dx.doi.org/10.1177/001698628603000407.

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Moon, Tonya R., and Sunhee Park. "Fidelity of Intervention of English/Language Arts Elementary Curriculum for Gifted Students." Journal for the Education of the Gifted 39, no. 1 (2016): 62–79. http://dx.doi.org/10.1177/0162353215624161.

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Schroth, Stephen T., and Jason A. Helfer. "Gifted & Green." Gifted Child Today 40, no. 1 (2017): 14–28. http://dx.doi.org/10.1177/1076217516675903.

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Environmental studies provide an ideal opportunity for gifted children of any age to build critical and creative-thinking skills while also building skills in science, technology, engineering, and mathematics (STEM) areas. Exploring issues related to sustainability and environmental concerns permits gifted learners to identify problems, develop research questions, gather and analyze data, develop possible solutions, and disseminate this information to others. Green issues are especially appealing to gifted learners as they are sensitive to the world around them and often long to engage in proj
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Dissertations / Theses on the topic "Gifted language arts"

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Steinhauer, Nancy Lynn. "Gifted education in the regular language arts classroom, do all students benefit from methodologies aimed at the gifted?" Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0006/MQ40675.pdf.

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Rasheed, Michelle Christian. "Learning in Place: Teachers' Experiences with a Place-based Language Arts Curriculum in Rural Appalachia." Diss., Virginia Tech, 2021. http://hdl.handle.net/10919/103051.

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Research in rural gifted education is garnering increased national attention (Plucker and Callahan, 2014; Lewis and Boswell, 2020), yet inequities in rural gifted services continue to challenge educators in their efforts to meet the needs of a unique population (Azano et al., 2014, 2017). Understandings about existing systemic structural challenges in rural gifted services highlight a need to mitigate opportunity gaps for rural gifted students (Azano et al., 2017). Using Greenwood's (2003, 2008) critical pedagogy of place as the theoretical framework, this qualitative case study examined how 1
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Kersulov, Michael L. "Framing Narratives| Gifted Students' Comic Memoirs in the English Classroom." Thesis, Indiana University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13807895.

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<p> This dissertation focuses on the literacy practices of three focal students who composed multimodal comic memoirs about the emotional struggles and obstacles they faced related to being labeled academically gifted and talented. As a qualitative action research study (Hewitt &amp; Little, 2005; Munn-Giddings, 2012), in which the teacher of the focal classroom was the primary researcher, a sociocultural framework (Dunsmore &amp; Fischer, 2010; Wertsch, 1991) was employed to investigate the three focal students&rsquo; uses of multimodal composition to address the research questions: RQ1, In w
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Curry, Inez Weekley. "The feasibility of using an original gifted method, DORM, with a heterogeneous high school class in language arts in a suburban community /." The Ohio State University, 1986. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487268021749648.

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Kelley, Linda Lee. "The dynamics of literacy acquisition and learning focusing on gifted learners in a language arts-art collaborative class /." Connect to resource, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1117561280.

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Thesis (Ph. D.)--Ohio State University, 2005.<br>Title from first page of PDF file. Document formatted into pages; contains xiii, 394 p.; also includes graphics. Includes bibliographical references (p. 387-394). Available online via OhioLINK's ETD Center
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Olthouse, Jill M. "Talented Young Writers' Relationships with Writing." University of Toledo / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1289939724.

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DeMent, Lisa. "The relationship of self -evaluation, writing ability, and attitudes toward writing among gifted Grade 7 language arts students." ScholarWorks, 2008. https://scholarworks.waldenu.edu/dissertations/644.

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Previous research has indicated that literary skills performance in reading and writing for middle school students has declined. There remains an important gap in the current literature regarding the decline in literary skills, which is a good predictor of the potential for students to drop out of school. The goal of this study was to determine if the use of self-evaluation influences students' writing ability and their attitudes toward writing. Using a quasi-experimental nonequivalent control group design, and over the course of 10 weeks, the researcher administered a writing pre- and posttes
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Kelley, Linda. "The dynamics of literacy acquisition and learning: focusing on gifted learners in a language arts-art collaborative class." The Ohio State University, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=osu1117561280.

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Adams, Tatiana Y. "GIFTED AND TALENTED RESPONSE TO INTERVENTION TO AID IN IDENTIFICATION AND SERVICE OF ELEMENTARY GIFTED AND TALENTED STUDENTS IDENTIFIED IN THE AREAS OF ENGLISH/LANGUAGE ARTS AND MATHEMATICS IN A RURAL KENTUCKY SCHOOL DISTRICT." OpenSIUC, 2020. https://opensiuc.lib.siu.edu/dissertations/1796.

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Education reform in the United States has shifted from all students reaching proficiency to all students progressing academically regardless of their ability levels. Response to Intervention (RtI) is a three-tiered delivery model for students with exceptional needs not being met in the general classroom setting. The components of universal screening, continuous progress monitoring, implementation of interventions with fidelity, and decision making are currently implemented in many public schools throughout the nation. Implications for Gifted and Talented (GT) services are positive as the tiere
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Shandor-Bruce, Deborah S. "Make Magic: The nexus of select curriculum studies projects in critical theory and Bakhtin’s literary theory of carnival as theoretical lenses to examine intertextuality, the interplay of text and lived experiences, in a ten year study of one child&." Kent State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=kent1351187596.

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Books on the topic "Gifted language arts"

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Lenski, Susan Davis. Language arts for gifted middle school students. ERIC Clearinghouse on Reading and Communication Skills, 1990.

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College of William and Mary. Center for Gifted Education. Persuasion: Language arts. 2nd ed. Kendall Hunt, 2011.

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Brainerd, Lee Wherry. Homeschooling your gifted child: Language arts for the middle school years. LearningExpress, 2002.

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Dean, Geoff. Challenging the more able language user. David Fulton Publishers in association with the National Association for Able Children in Education, 1998.

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Hollands, Judith Winship. Non-stop stories: Problem-solving activities designed by gifted children for gifted children. Irvington Publishers, 1985.

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Hipsky, Shellie. Differentiated literacy and language arts strategies for the elementary classroom. Pearson, 2010.

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A, Sisk Dorothy, and Block Cathy Collins, eds. Collaborative literacy: Using gifted strategies to enrich learning for every student. Corwin Press, 2007.

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College of William and Mary. Center for Gifted Education. Change through choices: Teacher guide, grades 10-12. 2nd ed. Kendall Hunt, 2011.

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Reading for students with special needs. 2nd ed. Kendall/Hunt Pub., 1997.

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Guszak, Frank J. Reading for students with special needs. Kendall/Hunt Pub. Co., 1992.

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Book chapters on the topic "Gifted language arts"

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Stanley, Todd. "English Language Arts." In Enrichment Activities for Gifted Students. Routledge, 2021. http://dx.doi.org/10.4324/9781003234982-3.

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Robinson, Ann, Bruce M. Shore, and Donna L. Enersen. "Language Arts Instruction." In Best Practices In Gifted Education. Routledge, 2021. http://dx.doi.org/10.4324/9781003233244-20.

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Harris, Carole Ruth. "Language Arts for Gifted Students." In Applied Practice for Educators of Gifted and Able Learners. SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-004-8_17.

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Fogarty, Elizabeth A. "Language Arts Curriculum for Gifted Learners." In Introduction to Curriculum Design in Gifted Education. Routledge, 2021. http://dx.doi.org/10.4324/9781003235842-9.

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Farah, Yara N., and Lindsay M. Nixon. "Dynamic Teaching in English Language Arts." In Assessment of Gifted and High-Ability Learners. Routledge, 2021. http://dx.doi.org/10.4324/9781003233114-9.

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Johnsen, Susan K., and Linda J. Sheffield. "Linking Mathematics and English Language Arts Standards." In Using the Common Core State Standards for Mathematics With Gifted and Advanced Learners. Routledge, 2021. http://dx.doi.org/10.4324/9781003239413-9.

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Shaunessy-Dedrick, Elizabeth, and Claire E. Hughes. "Differentiating English Language Arts Standards for Gifted and Advanced Students." In Modern Curriculum for Gifted and Advanced Academic Students. Routledge, 2021. http://dx.doi.org/10.4324/9781003236696-16.

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Hughes, Claire E., Todd Kettler, Elizabeth Shaunessy-Dedrick, and Joyce VanTassel-Baska. "Language Arts Pathways for Advanced Learners." In A Teacher's Guide to Using the Common Core State Standards With Gifted and Advanced Learners in the English Language Arts. Routledge, 2021. http://dx.doi.org/10.4324/9781003232629-14.

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Hughes, Claire E., Todd Kettler, Elizabeth Shaunessy-Dedrick, and Joyce VanTassel-Baska. "Differentiating Assessments to Develop English Language Arts Talent." In A Teacher's Guide to Using the Common Core State Standards With Gifted and Advanced Learners in the English Language Arts. Routledge, 2021. http://dx.doi.org/10.4324/9781003232629-12.

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Hughes, Claire E., Todd Kettler, Elizabeth Shaunessy-Dedrick, and Joyce VanTassel-Baska. "Resources to Assist With English Language Arts Differentiation." In A Teacher's Guide to Using the Common Core State Standards With Gifted and Advanced Learners in the English Language Arts. Routledge, 2021. http://dx.doi.org/10.4324/9781003232629-13.

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Conference papers on the topic "Gifted language arts"

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Shcherbatykh, Lyudmila. "THE THEORY AND METHODOLOGY OF THE FORMATION OF LINGUISTICALLY GIFTED SCHOOL STUDENTS� HUMANITARIAN CULTURE IN THE SYSTEM OF ADDITIONAL FOREIGN-LANGUAGE EDUCATION." In 5th SGEM International Multidisciplinary Scientific Conferences on SOCIAL SCIENCES and ARTS SGEM2018. STEF92 Technology, 2018. http://dx.doi.org/10.5593/sgemsocial2018/3.4/s13.111.

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Ivleva, Marina. "Educational Technologies in Work with Gifted Students." In 4th International Conference on Education, Language, Art and Intercultural Communication (ICELAIC 2017). Atlantis Press, 2017. http://dx.doi.org/10.2991/icelaic-17.2017.18.

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You might also be interested in the extended bibliographies on the topic 'Gifted language arts' for particular source types:
Journal articles Dissertations / Theses Books
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