Current reading instructional practices for average and talented readers

Date of Completion

January 2003

Keywords

Education, Educational Psychology|Education, Special|Education, Curriculum and Instruction

Degree

Ph.D.

Abstract

Little attention has been given to talented readers and the reading instructional practices used with these readers. This quantitative study investigated the frequency of use of reading instructional strategies by regular classroom teachers with average and talented readers in grades 3–7. In particular, reading/language arts teachers were asked about the instructional practices they used with talented readers, as compared to the practices they used with average ability readers. The research also addressed differences in the types of reading instruction and curriculum provided for talented readers in schools with a gifted programs, as opposed to those without gifted programs, to explore whether the existence of a gifted and talented program affected the differentiated and critical reading experiences of talented readers. ^ A self-administered survey, Current Classroom Practices for Reading , was completed by a random national sample of 416 3rd–7th grade public and private school teachers. The survey included demographic data on teachers and their training in teaching reading, as well as the reading instructional materials they used and their frequency of use of reading instructional strategies with both average and talented readers. ^ Results indicated that teachers used different frequencies of the same reading instructional practices with talented and average readers. Findings also indicated that some teachers provided talented readers with differentiated and critical reading experiences more often than average readers, but on an infrequent basis. Teachers were more likely to differentiate for talented readers if the district had a gifted and talented programs than if it did not. ^

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