The purpose of this study was to explore the social/emotional development of gifted learning disabled students using a phenomenological approach. A series of interviews was conducted with four gifted learning disabled boys aged nine to twelve, their parents, and their teachers. Using procedures recommended by Colaizzi (1978) and Kruger (1979), themes were extracted from the interviews, and then grouped into categories to provide an overall description of the characteristics of gifted learning disabled children's social/emotional development. After comparing these characteristics to those of gifted children and learning disabled children, implications were drawn for educational programming and future research.

d e n t s e n r o l l e d a n d o n o c p r oo f o n t r o d p r o i n f i a l c h e d o n p e t r d e s a n d e t t e c t o f s e n d e r o f p r o p x n a n d p r o t u d o r o f t h e a s p e c t s o f f t e r s s t r a c t e v e r f i l t e d s t i l d e n t s s p e s e t o r e a l r p o u s a n d p e m a t e t u d e n t s a r e p o o r e d a r x p o n g u t o e r t e r than male students and individuals with an m a l e e a e n t a f e d s e x -r o l e o r i e n t a t i o n w e r e f o u n d t o o r e w p e s e n w i t h m a s c a l m e a n d a n d e o s s t y n o r s m d i m a l l y t h e r e l a t i o n s h i p b e t y e e n s e x -r o l e tion and self-concept (general as well as s p e c i f i c ) w a s f o u n d t o b e c o n s i s t e n t a c r o s s prodart and gender.

This study examines the use of metacognitive strategies by four upper elementary gifted students with reading disabilities during a reading comprehension think-aloud task. The students had WISC-R Verbal or Performance IQs above 125 and standardized reading achievement scores at least one year below grade placement. The results indicated that, although in general the four students actively monitored their reading and reported frequent use of evaluation, paraphrase, and regulation metacognitive strategies, they were not proficient in executing the strategies effectively. Analysis of student profiles revealed significant individual differences in implementation of strategies, indicating a need for individualized reading instruction matched to student profiles.

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