Publication Date



Within the last decade there has been a noticeable increase in the attention afforded the special segment of the school population termed "gifted" by reading educators. This interest has been engendered in part by the availability of Federal and State funds set aside for gifted instruction. Even with the rising concern for improved reading instruction of the gifted student, the questions arise as to whether the applied methods of identification used to affirm "giftedness" are indeed adequate and if reading instructional programs initiated for these students meet their highly specialized needs.

Included in

Education Commons