Reading Instruction Strategies:

Engaging Primary Gifted Learners

How do we identify advanced readers or advanced potential in reading?

What instructional needs do you think are unique to advanced children?

How do we challenge advanced children academically in this school?

What are the classroom management implications?

Preassessment & Assessment of

StudentsPreassessment

Determine reading levels and skill needs

Group by readiness and skills to be learned

Analyze application of reading strategies

Provide info. for selecting and pacing instructional materials

Assessment

Reading comprehension

Metcognition

Self-assessment through rubrics

Portfolios

The Gifted Reader’s Bill of Rights•The right to read at a pace and level appropriate to readiness without regard to grade placement.

•The right to discuss interpretations, issues, and insights with intellectual peers.

•The right to reread many books and not finish every book.

•The right to use reading to explore new and challenging information and grow intellectually.

•The right for time to pursue a self-selected topic in depth through reading and writing.

•The right to encounter and apply increasingly advanced vocabulary, word study, and concepts.

•The right to guidance rather than dictation of what is good literature and how to find the best.

•The right to read several books at the same time.

•The right to discuss but not have to defend reading choice and taste.

•The right to be excused from material already learned.Kingore, B. (2002, August). Reading instruction for the primary gifted learner. Understanding Our Gifted, 15(1), 12-15. Retrieved November 10, 2011, from http://www.bertiekingore.com/readinginstruction.htm