Sally M. Reis
E. Jean Gubbins
Christine Briggs
Fredric J. Schreiber
Susannah Richards
Joan Jacobs
Rebecca D. Eckert
Joseph S. Renzulli
Margaret Alexander

In this research study, the type and nature of reading instruction provided for talented readers was investigated through use of in-depth qualitative comparative case studies. A team of researchers conducted multiple observations in 12 different third and seventh grade reading classrooms in both urban and suburban school districts over a 9-month period. These observations focused on whether a differentiated reading curriculum and/or instructional strategies were provided for talented readers. For the purposes of this study, talented readers were defined as reading at least two grades above their chronological grade placement. The areas studied included daily reading practices in these classrooms; modification or differentiation during regular classroom instructional periods; grouping or acceleration opportunities; and independent reading completed by talented readers. Results indicated that little purposeful or meaningful differentiated reading instruction was provided for talented readers in any of the 12 classrooms. Above-grade level books were seldom available for these students in their classrooms, and they were not often encouraged to select more challenging books from the school library. Talented readers seldom encountered challenging reading material during regular classroom instruction.

Reference:

Reading Instruction for Talented Readers: Case Studies Documenting Few Opportunities for Continuous Progress
Sally M. Reis
E. Jean Gubbins
Christine Briggs
Fredric J. Schreiber
Susannah Richards
Joan Jacobs
Rebecca D. Eckert
Joseph S. Renzulli
Margaret Alexander
 

Conclusions

1. Limited reading strategy instruction was observed in any classroom, and in many classrooms no evidence was found that any differentiated instruction was provided during any observation for talented readers.
2. Instructional grouping was employed without differentiation of content or choice, resulting in little meaningful change or challenge for talented readers.
3. As teachers continue to experience pressure to improve test scores, fewer opportunities for creative challenges in reading may be provided to all students and continuous progress in reading may be thwarted in talented readers.
4. Regular reading instruction for all third and seventh grade students involved a combination of teaching methods for the 90-120 minute reading instruction blocks used in all 12 classroom involved in this study.
5. Technology was observed being used in only one third grade classroom on two different observations by a group of talented reader who were searching for fan club web sites for their favorite rock stars. Trade books were used in addition to basal programs in many classroom by small groups of students and their books were targeted for on-grade or slightly above grade level reading instruction.
6. Some teachers felt guilty about the minimal time or direction provided to talented readers.