Gifted Learners in the Language Arts Classroom
Greetings. The following materials are intended to provide an introduction to Gifted Learners in the Language Arts Classroom. They were assembled from the World Wide Web, ERIC Database, and a variety of other bibliographic resources. Instructions for acquiring the full text of the ERIC records are presented at the end of this file.
Fang Fang
Reference Specialist
Alphabetically arranged listing of bibliographies
Categorically arranged listing of bibliographies
Internet Sites
Gifted Education Links
Gifted Education Resources
Curriculum Information for Gifted and Talented
OAGC Gifted Education Resources
Differentiating Instruction For Advanced Learners In the Mixed-Ability Middle School Classroom
Mrs. Roberson, 4th & 5th grade Language Arts for Gifted Learners
Citations from ERIC Database
AN: EJ623141
AU: Albertson,-Luann-R.; Billingsley,-Felix-F.
TI: Using Strategy Instruction and Self-Regulation To Improve Gifted Students' Creative Writing.
PY: 2001
SO: Journal-of-Secondary-Gifted-Education; v12 n2 p90-101 Win 2001
DEM: *Gifted-; *Self-Management; *Writing-Composition; *Writing-Improvement; *Writing-Instruction
DER: Middle-School-Students; Self-Evaluation-Individuals; Teaching-Methods
AB: A study examined the effects of an instructional package consisting of strategy instruction and self-regulation techniques on the story writing of two gifted, middle school students. Following application of the instructional package, both participants wrote longer stories, increased writing fluency, included more story elements, and wrote higher quality stories. (Contains references.) (Author/CR)
AN: EJ617669
AU: Pike,-Mark-A.
TI: Boys, Poetry and the Individual Talent.
PY: 2000
SO: English-in-Education; v34 n3 p41-55 Aut 2000
DEM: *Males-; *Poetry-; *Reader-Response; *Reading-Instruction; *Student-Attitudes; *Teaching-Methods
DER: Action-Research; Adolescent-Literature; Secondary-Education
AB: Provides an explicit critique of existing poetry teaching practices which illustrates how adolescents, particularly boys, develop antipathy to this genre. Describes the theory and practice of "responsive teaching." Reports selected findings from a three-year action research investigation examining how keen readers of pre-twentieth-century poetry can be fostered. (SC)
AN: EJ614807
AU: Frey,-Cecile-P.
TI: A Writers' Workshop for Highly Verbal Students.
PY: 2000
SO: Gifted-Child-Today-Magazine; v23 n5 p38-43 Sep-Oct 2000
DEM: *Gifted-; *Verbal-Ability; *Writing-Composition; *Writing-Workshops
DER: Critical-Reading; Language-Proficiency; Literary-Criticism; Middle-School-Students; Middle-Schools; Verbal-Development; Writing-Improvement; Writing-Instruction
AB: This article describes the development of a Writers' Workshop to meet the needs of six highly verbal gifted middle school students. The class met for one hour a week and encouraged students to talk about writing and writers. Students shared their own writing and engaged in literary criticism. (Contains references.) (CR)
AN: EJ589513
AU: Black,-Sharon
TI: Alternate Doorways: Teaching Writing to Children with Varied Gifts.
PY: 1999
SO: Gifted-Child-Today-Magazine; v22 n3 p18-22 May-Jun 1999
DEM: *Cognitive-Style; *Gifted-; *Story-Telling; *Teaching-Methods; *Writing-Instruction; *Writing-Strategies
DER: Elementary-Education; Multisensory-Learning; Role-Playing
AB: Discusses learning-style differences in students and the need for teachers to present opportunities for children to develop their stronger gifts and to strengthen their weaker areas. Alternate ways of teaching writing to children are highlighted, including providing multisensory stimuli, role-playing, and storytelling. (CR)
AN: ED414691
AU: VanTassel-Baska,-Joyce
TI: Excellence in Educating Gifted & Talented Learners, Third Edition.
PY: 1998
AV: Love Publishing Company, P.O. Box 22353, Denver, CO 80222; phone: 303-757-2579; fax: 303-782-5683 ($58).
NT: With chapters by: Camilla Persson Benbow, John F. Feldhusen, Kenneth Seeley, and Linda Kreger Silverman.
PR: Document Not Available from EDRS.
DEM: *Excellence-in-Education; *Gifted-; *Student-Characteristics; *Talent-
DER: Ability-Identification; Academic-Standards; Academically-Gifted; Acceleration-Education; Art-Education;
Cognitive-Style; Curriculum-Development; Early-Childhood-Education; Educational-Needs; Elementary-Secondary-Education; Gifted-Disabled; Gifted-Disadvantaged; Grouping-Instructional-Purposes; Language-Arts; Mathematics-Education; Personality-Traits; Program-Development; Program-Evaluation; Science-Education; Social-Studies; Student-Evaluation; Talent-Identification; Teaching-Methods; Thinking-Skills
AB: This text offers a comprehensive introduction to major topics and issues in gifted and talented education. The 28 chapters are grouped into four sections on the general nature of giftedness, program development, organization of curriculum and instruction, and excellence in education of these students. Chapters include the following titles and authors: (1) "Introduction" (Joyce VanTassel-Baska); (2) "Conceptions of Intelligence" (John F. Feldhusen); (3) "Personality and Learning Styles of Gifted Children" (Linda Kreger Silverman); (4) "Giftedness in Early Childhood" (Ken Seeley); (5) "Underachieving and Talented Learners with Disabilities" (Seeley); (6) "Disadvantaged Learners with Talent" (VanTassel-Baska); (7) "The Highly Gifted" (Silverman); (8) "Girls of Promise" (VanTassel-Baska); (9) "Developmental Stages of Giftedness: Infancy through Adulthood" (Silverman); (10) "Characteristics and Needs of Talented Learners" (VanTassel-Baska); (11) "Identification and Assessment of Talented Learners" (Feldhusen); (12) "Programs and Services at the Elementary Level" (Feldhusen); (13) "Programs and Services at the Secondary Level" (Feldhusen); (14) "Key Issues and Problems in Secondary Programming" (VanTassel-Baska); (15) "Grouping Intellectually Advanced Students for Instruction" (Camilla Persson Benbow); (16) "Acceleration as a Method for Meeting the Academic Needs of Intellectually Talented Children" (Benbow); (17) "Evaluating Programs for the Gifted" (Seeley); (18) "A Comprehensive Model of Program Development" (VanTassel-Baska); (19) "Appropriate Curriculum for the Talented Learner" (VanTassel-Baska); (20) "Strategies and Methods for Teaching the Talented" (Feldhusen); (21) "Creativity and the Gifted" (VanTassel-Baska); (22) "Thinking Skills for the Gifted" (Feldhusen); (23) "Mathematics and Science for Talented Learners" (VanTassel-Baska); (24) "Social Studies and Language Arts for Talented Learners" (VanTassel-Baska); (25) "Arts and Humanities for Talented Learners" (VanTassel-Baska); (26) "Facilitators for Talented Students" (Seeley); (27) "Counseling Talented Learners" (VanTassel-Baska); and (28) "Excellence as a Standard for All Education: A Conclusion and a Beginning" (VanTassel-Baska). (DB)
AN: EJ562436
AU: Shrenker,-Cecilia-E.
TI: Meeting the Needs of Gifted Students within Whole Group Reading Instruction.
PY: 1997
SO: Ohio-Reading-Teacher; v31 n3 p70-74 Sum 1997
DEM: *Gifted-; *Grouping-Instructional-Purposes; *Reading-Instruction; *Student-Needs
DER: Classroom-Techniques; Elementary-Education; Reading-Strategies
AB: Suggests that while the efficacy of whole group instruction may be questionable for a variety of levels of reading needs, it can be particularly questionable for gifted readers. Notes that is important not to overlook the reading needs of gifted readers just because they seem to learn so quickly. (RS)
AN: EJ532417
AU: VanTassel-Baska,-Joyce; and-others
TI: A Study of Language Arts Curriculum Effectiveness with Gifted Learners.
PY: 1996
SO: Journal-for-the-Education-of-the-Gifted; v19 n4 p461-80 Sum 1996
NT: Special issue: Effective Practices.
DEM: *Curriculum-Development; *Gifted-; *Heterogeneous-Grouping; *Integrated-Curriculum; *Language-Arts; *Teaching-Models
DER: Elementary-Education; Inclusive-Schools; Instructional-Effectiveness; Literacy-Education; Outcomes-of-Education; Writing-Improvement
AB: This study of language arts curriculum effectiveness presents data supporting utilization of the Integrated Curriculum Model (ICM) with high-ability learners in various grouping contexts. Significant gains were demonstrated in literary analysis, persuasive writing, and linguistic competency for seven elementary classes using the ICM. Implications for heterogeneous classrooms are discussed. (Author/PB)
AN: EJ505041
AU: Li,-Anita-K.-F.; Adamson,-Georgina
TI: Motivational Patterns Related to Gifted Students' Learning of Mathematics, Science and English: An Examination of Gender Differences.
PY: 1995
SO: Journal-for-the-Education-of-the-Gifted; v18 n3 p284-97 Spr 1995
DEM: *Academically-Gifted; *Attribution-Theory; *Sex-Differences; *Student-Motivation
DER: Language-Arts; Mathematics-; Sciences-; Secondary-Education; Secondary-School-Students; Self-Concept
AB: This study, involving 169 intellectually gifted secondary students, found that gifted girls, more than gifted boys, attributed both success and failure in mathematics, science, and English to effort and strategy. Gifted girls also tended to report greater confidence and interest in English. No gender differences were found in terms of maladaptive motivational tendency. (Author/DB)
AN: ED368145
AU: Shaughnessy,-Michael-F.; and-others
TI: Gifted and Reading.
PY: 1994
PR: EDRS Price MF01/PC01 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED368145
DEM: *Gifted-; *Reading-Ability; *Reading-Instruction
DER: Ability-Identification; Early-Reading; Elementary-Education; Language-Arts; Reading-; Teaching-Methods
AB: This article reviews the literature and practice (especially in New Mexico) concerning reading instruction of
gifted children. It considers early or "precocious" reading, instruction in the early grades, and identification of the gifted in New Mexico. Reading teachers in New Mexico are urged to be aware of specific conflicts in the area of gifted identification and gifted instruction. The seven intelligences identified by H. Gardner are listed. The appropriateness of traditional basal reading programs for this population is questioned. A variety of literacy activities are encouraged, including guest speakers in the classroom, tie-ins of books with television or movies, student creative writing, investigatory activities, and activities which develop higher order thinking skills. (Contains 14 references.) (DB)
AN: EJ481436
AU: Jampole,-Ellen-S.; and-others
TI: Academically Gifted Students' Use of Imagery for Creative Writing.
PY: 1994
SO: Journal-of-Creative-Behavior; v28 n1 p1-15 1994
DEM: *Academically-Gifted; *Creative-Writing; *Creativity-; *Imagery-; *Teaching-Methods; *Writing-Instruction
DER: Elementary-Education; Imagination-; Instructional-Effectiveness; Writing-Improvement
AB: This study evaluated the use of guided imagery practice to enhance creative writing with 43 academically gifted students (stratified as either high or low creativity) in grades 3 and 4. Groups receiving the guided imagery practice (regardless of original creativity level) generated more original writing, which contained more sensory descriptions than comparison groups. (DB)
AN: EJ486470
AU: Fehrenbach,-Carolyn-R.
TI: Cognitive Style of Gifted and Average Readers.
PY: 1994
SO: Roeper-Review; v16 n4 p290-92 Jun 1994
DEM: *Cognitive-Style; *Field-Dependence-Independence; *Gifted-; *Reading-Ability; *Reading-Strategies
DER: Incidence-; Secondary-Education
AB: This study of 30 gifted and 30 average secondary-level readers found that both groups used the same reading strategies but with differing frequencies. There were also significant differences in how frequently some strategies were used by field-independent and field-dependent readers. Implications for teaching are noted. (Author/JDD)
AN: EJ494751
AU: Kennedy,-Dorothy-M.
TI: Finding and Nurturing Verbal Talent: Hidden Talents Require Discovery.
PY: 1994
SO: Journal-of-Secondary-Gifted-Education; v5 n2 p19-22 Win 1993-94
DEM: *Role-Models; *Student-Motivation; *Talent-; *Talent-Identification; *Verbal-Ability
DER: Secondary-Education; Talent-Development; Writing-Attitudes; Writing-Instruction
AB: This article examines different manifestations of verbal talent and how teachers can identify and cultivate special verbal abilities in students. The provision of role models relevant to students' interests is stressed and a list of recommended biographies is included, as are literary experiences available to student writers. The relationship of verbal ability to leadership ability is also explored. (PB)
AN: EJ460923
AU: Dooley,-Cindy
TI: The Challenge: Meeting the Needs of Gifted Readers.
PY: 1993
SO: Reading-Teacher; v46 n7 p546-51 Apr 1993
NT: Special Issue: Innovations in Literacy for a Diverse Society.
DEM: *Gifted-; *Grouping-Instructional-Purposes; *Reading-Instruction; *Teaching-Methods
DER: Elementary-Education; Program-Descriptions
AB: Suggests that appropriate, differentiated reading programs are essential for the academic growth of gifted readers. Describes a program that challenges gifted and highly able readers through the use of curriculum compacting, content modifications, and process modifications. (RS)
AN: EJ472629
AU: Cramond,-Bonnie
TI: Speaking and Listening: Key Components of a Complete Language Arts Program for the Gifted.
PY: 1993
SO: Roeper-Review; v16 n1 p44-48 Sep 1993
DEM: *Gifted-; *Language-Arts; *Listening-Skills; *Speech-Improvement; *Teaching-Methods
DER: Acceleration-Education; Elementary-Education; Enrichment-Activities; Individualized-Instruction
AB: Differentiated instruction in speaking and listening skills for gifted students might involve an expanded range of opportunity, faster paced instruction, replacement of basic skills instruction with more advanced activities, opportunities for self-selection, individualization, and personal evaluation. Activities that emphasize cognitive and affective development are encouraged. (DB)
AN: EJ470636
AU: Powley,-Sarah-A.; Moon,-Sidney-M.
TI: A Pragmatic Approach: Secondary English Theme Units.
PY: 1993
SO: Gifted-Child-Today-GCT; v16 n4 p52-61 Jul-Aug 1993
DEM: *Curriculum-Development; *English-Instruction; *Gifted-; *Language-Arts; *Thematic-Approach
DER: English-Curriculum; Interdisciplinary-Approach; Secondary-Education; Units-of-Study
AB: This article provides a pragmatic approach to the development of theme units in a secondary English program for verbally talented students. The article provides a rationale for theme-based teaching, describes the structure of a thematic unit, and provides guidance on teacher development of thematic units. A unit on "losses/gains" is presented as an example. (JDD)
AN: EJ450569
AU: McSheffrey,-Robert; Hoge,-Robert-D.
TI: Performance within an Enriched Program for the Gifted.
PY: 1992
SO: Child-Study-Journal; v22 n2 p93-102 1992
DEM: *Academic-Achievement; *Academically-Gifted; *Elementary-School-Students; *Enrichment-Activities; *Student-
Characteristics
DER: Creativity-; Elementary-Education; Language-Arts; Leadership-; Learning-; Student-Motivation
AB: Examined the performance of intellectually gifted pupils in enriched programs in grades five through eight. Pupils in enriched classes showed academic achievement superior to that of pupils in normal classes. There was variability among gifted pupils in academic achievement and in characteristics of learning, motivation, creativity, and leadership. (BC)
AN: ED441301
AU: Winebrenner,-Susan; Espeland,-Pamela, ed.
TI: Teaching Gifted Kids in the Regular Classroom: Strategies and Techniques Every Teacher Can Use To Meet the
Academic Needs of the Gifted and Talented.
PY: 1992
AV: Free Spirit Publishing, Inc., 217 Fifth Avenue North, Suite 200, Minneapolis, MN 55401-1299 ($21.95). Tel: 612-337-5050; e-mail: help4kids@freespirit.com; Web site: http://www.freespirit.com.
PR: Document Not Available from EDRS.
DEM: *Cluster-Grouping; *Cooperative-Learning; *Gifted-; *Homogeneous-Grouping; *Reading-Instruction
DER: Class-Activities; Classroom-Techniques; Elementary-Education; Geography-; Inclusive-Schools; Language-Arts; Regular-and-Special-Education-Relationship; Science-Instruction; Social-Studies; Spelling-; Student-Needs; Teaching-Methods
AB: This book is designed to assist teachers in meeting the needs of gifted elementary students in general education classrooms. Each chapter presents a particular teaching/management strategy. The strategies in chapters 1-3 are designed to be used with subject areas that lend themselves to pretesting because it is likely that some gifted students will have retained prior learning. Strategies include compacting the curriculum and learning contracts. The strategies in chapters 4-6 are designed to be used with subject areas that appear to represent new learning for students, such as science, social studies, and interdisciplinary and/or thematic units. Chapter 7 covers appropriate reading instruction for gifted students, and chapter 8 discusses how to evaluate their work. Chapter 9 helps teachers to understand the special needs of gifted students in cooperative learning experiences, and chapter 10 describes a method that allows a school to group gifted students together without necessarily grouping students of other ability levels. Chapter 11 discusses miscellaneous issues such as acceleration, how to locate appropriate teaching materials, and how to deal with parents, administrators, and colleagues. An activities appendix presents games, puzzles, and other challenges for gifted students. (Contains 55 references.) (CR)
AN: ED345392
AU: Balzer,-Charlene
TI: The Effect of Ability Grouping of Gifted Elementary Students, Combined with Instruction Modified for Level and
Rate of Learning on Student Achievement: A Review of the Literature.
PY: 1991
PR: EDRS Price MF01/PC01 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED345392
DEM: *Ability-Grouping; *Academic-Achievement; *Academically-Gifted; *Grouping-Instructional-Purposes; *Instructional-Effectiveness; *Teaching-Methods
DER: Elementary-Education; Heterogeneous-Grouping; Homogeneous-Grouping; Mathematics-Instruction; Reading-Instruction; Standardized-Tests
AB: This review of the literature summarizes findings on instructional grouping issues and academic achievement of gifted elementary students. The review addresses problems of using standardized tests to evaluate instructional effectiveness of grouping arrangements, distinctions between providing the same curriculum and a differentiated curriculum to gifted groups, and grouping within the heterogeneous class or in self-contained classes. It is concluded that research evidence strongly supports grouping of students by ability for at least the curriculum areas of reading and mathematics. In addition, there is also evidence that once students are grouped by ability, the level of instruction and pace of learning must be adapted in order to gain the maximum benefit for the student. (20 references) (DB)
AN: EJ425378
AU: Smith,-Carl-B.
TI: Literature for Gifted and Talented (ERIC/RCS).
PY: 1991
SO: Reading-Teacher; v44 n8 p608-09 Apr 1991
NT: Special Issue: Organizing for Instruction.
DEM: *Childrens-Literature; *Gifted-; *Reading-Material-Selection; *Special-Education
DER: Educational-Needs; Elementary-Education; Language-Arts; Reading-Materials; Talent-
AB: Discusses the need for gifted and talented language arts programs that give examples of developmentally appropriate literature. (MG)
AN: ED333394
AU: Collins,-Norma, comp.; Smith,-Carl, ed.
TI: Reading Programs for Gifted Readers. Learning Package No. 28.
CS: Indiana Univ., Bloomington. School of Education.
PY: 1990
AV: Learning Packages, ERIC/RCS, Indiana University, Smith Research Center, Suite 150, 2805 E. 10th St., Bloomington,
IN 47408-2698 ($14.00).
NT: For other learning packages in this series, see CS 212 656-705.
PR: EDRS Price MF01/PC02 Plus Postage.
DEM: *Academic-Achievement; *Academically-Gifted; *Critical-Reading; *Reading-Instruction; *Reading-Material-Selection
DER: Creative-Activities; Distance-Education; Elementary-Secondary-Education; Higher-Education; Individual-Differences; Inservice-Teacher-Education; Program-Descriptions; Reading-Strategies; Student-Motivation; Teaching-Methods
AB: Originally developed as part of a project for the Department of Defense Schools (DoDDS) system, this learning package on reading programs for gifted readers is designed for teachers who wish to upgrade or expand their teaching skills on their own. The package includes an overview of the project; a comprehensive search of the ERIC database; a lecture giving an overview on the topic; copies of any existing ERIC/RCS publications on the topic; a set of guidelines for completing a goal statement, a reaction paper, and an application project; and an evaluation form. (KEH)
AN: ED333411
AU: Hyslop,-Nancy; Smith,-Carl, comp.
TI: Writing Strategies for Gifted Children. Learning Package No. 45.
CS: Indiana Univ., Bloomington. School of Education.
PY: 1990
AV: Learning Packages, ERIC/RCS, Indiana University, Smith Research Center, Suite 150, 2805 E. 10th St., Bloomington, IN 47408-2698 ($14.00).
NT: For other learning packages in this series, see CS 212 656-705.
PR: EDRS Price MF01/PC02 Plus Postage.
DEM: *Academically-Gifted; *Content-Area-Writing; *Writing-Exercises; *Writing-Strategies
DER: Distance-Education; Elementary-Secondary-Education; Higher-Education; Inservice-Teacher-Education; Whole-Language-Approach; Writing-Processes
AB: Originally developed as part of a project for the Department of Defense Schools (DoDDS) system, this learning package on writing strategies for gifted children is designed for teachers who wish to upgrade or expand their teaching skills on their own. The package includes an overview of the project; a comprehensive search of the ERIC database; a lecture giving an overview on the topic; copies of any existing ERIC/RCS publications on the topic; a set of guidelines for completing a goal statement, a reaction paper, and an application project; and an evaluation form. (RS)
AN: ED326011
AU: Hayes,-Donald-G.; Dockery,-Linda-B., ed.
TI: Quest for Gold: Language Arts/Social Studies Curriculum Resource Units for Gifted and Talented Youngsters: Grades
Eight-Twelve.
CS: North Carolina Association for the Gifted and Talented, Winston-Salem.
PY: 1989
AV: North Carolina Association for the Gifted and Talented, Box 5394, Winston-Salem, NC 27113-5394 ($12.50, individual volume; $45.00, set of four).
NT: For a related document, see EC 232 614.
PR: EDRS Price MF01 Plus Postage. PC Not Available from EDRS.
DEM: *Academically-Gifted; *Language-Arts; *Learning-Activities; *Social-Studies
DER: Aggression-; Creative-Thinking; Critical-Thinking; Immigrants-; Industrialization-; Literature-Appreciation; Musical-Composition; Political-Power; Secondary-Education; Self-Actualization; Self-Concept; Talent-; Teaching-Methods; United-States-History; Units-of-Study; Violence-; Writing-Composition; Youth-
AB: This compendium of 10 curriculum resource units offers interdisciplinary activities to develop critical and creative thinking skills in gifted students. "Life Is Becoming: Can You Find the Way?" by Vicki Miller, uses American literature to help youth make the transition to adulthood. "Coming to America," by Deborah Cornwell, deals with American immigrants of the late 19th and early 20th centuries. "2001, an Earth Odyssey: Industrialization and Culture Conflict with the Third World," by W. L. Snow, Jr., uncovers the moving forces within economic upheavals. "Learning from the Composers," by Susan Poteat, helps students to understand their talents. "People Who Changed History," by Mickey Parks, evaluates goals and accomplishments of famous people. "Pieces or Peace? A Study of Destructive Aggression and Its Alternatives," by Meredith Ebert, focuses on the causes and effects of violence. "Risky Monopoly: The Struggle for Power--A Study of 'Macbeth' and 'Animal Farm,' by Eric Burgess, explores the concept of power. "'The Scarlet Letter': An Investigation into the Changing Concepts of God and Man," by Harriet Gilbert, develops literature analysis skills. "Thomas Jefferson: A Great American's Life and Ideas," by Charles Bolick, analyzes Jefferson's contributions. "Writing as Therapy," by Kay Overcash, includes activities to improve self-knowledge and self-concept, deal with frustrations, and help social acceptance. (JDD)
AN: EJ410282
AU: Reis,-Sally-M.; Renzulli,-Joseph-S.
TI: Providing Challenging Programs for Gifted Readers.
PY: 1989
SO: Roeper-Review; v12 n2 p92-97 Dec 1989
DEM: *Enrichment-; *Gifted-; *Reading-Instruction; *Reading-Interests; *Teaching-Methods
DER: Cognitive-Style; Elementary-Education; Innovation-
AB: The article reviews findings in research about gifted readers, instructional materials, and curriculum. Promising teaching strategies are examined including interest assessment, learning styles evaluation, curriculum compacting, and enrichment. Innovative current programs and practices are briefly described. (Author/DB)
 Language Arts For Gifted Middle School Students |
Other Resources (available either for sale or via interlibrary loan
Title: Guide to teaching a language arts curriculum for high-ability learners
Author: Joyce VanTassel-Baska; Dana T Johnson; Linda Neal Boyce; Catherine A Little
Year: 1999
Publisher: Dubuque, Iowa : Kendall/Hunt Pub. Co.
ISBN: 0787253499
Title: Gifted education : identification and provision
Author: David George, Ph. D.
Year: 1997
Publisher: London : D. Fulton
ISBN: 1853463477
Title: Developing verbal talent : ideas and strategies for teachers of elementary and middle school students
Author: Joyce VanTassel-Baska; Dana T Johnson; Linda Neal Boyce
Year: 1996
Publisher: Boston : Allyn and Bacon
ISBN: 0205159451 (paperback)
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