ERIC/RCS Report: Help for the Verbally Gifted

Lehr, Fran

doi:10.2307/817448

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2001

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“…Despite, or perhaps because of, the focus on literacy in American schools, oral/aural verbal ability tends to be somewhat neglected at the elementary school level (Dean, 1988;Fox & Durden, 1982;Lehr, 1983). Verbally gifted students are often assumed to need no assistance in reading, so students who have high verbal ability may be left to achieve on their own while teachers offer help to those who exhibit obvious ver bal deficits (Dean).…”

Section: Introductionmentioning

confidence: 99%

Potential, Performance, and Paradox: A Case Study of J.P., a Verbally Gifted, Struggling Reader

Hettinger

Knapp

2001

Journal for the Education of the Gifted

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While numerous studies have described a picture of the prototypical struggling reader, children who struggle to read but possess other verbal and creative talents have been neglected in the literature. Because they are expected to acquire literacy quickly and easily, verbally gifted, struggling readers often encounter a different set of problems from other children who fail to read in the primary grades. In this case study, an 8-year-old, verbally gifted, struggling reader's difficult experiences at home and school are discussed, along with the responses of those in his life to his paradox of being highly verbal yet failing at reading.

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Section: Introductionmentioning

confidence: 99%