The study with 34 gifted fifth-grade students found that a concrete sequential approach to developing visual literacy was more effective than an abstract visualization approach. Subjects either received guided visualization or direct instruction on such art concepts as shape, form, line, color, perspective, variety, and unity. (DB)

The article provides parents with specific strategies, based on an interactional model, for working effectively with schools to ensure the best possible services for the gifted child. Major steps include recognizing the need for intervention, developing parent-school partnerships for change, and monitoring progress. (Author/DB)

The study with 308 teachers in 3 states examined criteria preferred by teachers when recommending students for gifted programs. Overall, the criteria of creativity, learning quickly and easily, initiating own learning, and curiosity were chosen most frequently. Teachers of the gifted preferred criteria most consistent with theorists'…

A survey of state directors of gifted programs found that, although states have been consistently positive in their philosophical orientation toward culturally diverse and low socioeconomic gifted students, they have lagged behind in incorporating these concerns for equity and pluralism into the definitional and funding structures of their gifted…

Operation Adventure is a course in leadership skills for gifted/talented sixth-graders in central Wisconsin. The enrichment program uses officers and senior cadets of the Reserve Officers' Training Corps as instructors and focuses on problem-solving ability and courage. (JDD)

Six of 509 high schools were identified as having the most successful mathematics programs for gifted students, and key ingredients of these programs were isolated. Key ingredients included: focus on problem-oriented independent study programs rather than texts or tests, dynamic research-oriented teachers, administrative support, active…

Fifty-four gifted junior-high students were surveyed to explore their feelings about being gifted, perceptions as to why they do well, the challenge of schoolwork, feelings concerning their classmates' and teachers' views of them, male versus female respect, and preferences among school-based programing options. (JDD)

Examines whether the conscious use of phonological knowledge is associated with invented spelling and whether a relation exists between invented spelling and reading. Finds a relation between spelling ability and conscious use of phonological knowledge; however, word reading appears to be a related (but separate) ability from word writing. (RS)

Current research and practice seem to indicate that opportunities for gifted females have increased while barriers to their achievement have decreased. This article reviews research studies and analysis regarding sex differences, points out promising research directions, and discusses sex bias in programs and curriculum. (Author/JDD)

Argues that unique collaborative learning possibilities exist in classes with both regular and academically talented or gifted students. Notes that research indicates that students of all ability levels learn more and have better attitudes when they work together as a group. Presents eight suggestions for group activities in the language arts. (RS)

Examined whether Wechsler Intelligence Scale for Children-Revised and the Slosson Intelligence Test could be used interchangeably for identifying gifted students or if the Slosson should be used as a screening instrument in the process of screening and identification in students (N=38) identified as potentially gifted. Results indicated tests…

A program is described in which drama is used as an integral educational tool in conjunction with the study of literature, social studies, and history. The program adapts drama as a forum for presentations, debates on history or present-day events, and the study of biographies of great people. (JDD)

The use of drama in the classroom provides concrete opportunities to explore such higher-level thinking abilities as synthesis, evaluation, and divergent thinking. Suggested activities for use with upper elementary and secondary students involve pantomime, verbal improvisation, expressing emotions, and developing characters. (JDD)

Students in a midwestern public school gifted curricula (n=39) were tested using the Stanford-Binet (SB) Intelligence Scale: Fourth Edition. Correlations with scores from the Wechsler Intelligence Scale for Children-Revised and earlier SB scales were studied. Only the correlation between the SB verbal reasoning standard age scores and the Wechsler…

Eighty-nine children, aged 4-8, generalized a problem-solving strategy learned on one task to a different version of the task. Compared to average-Intelligence Quotient children, the high-Intelligence Quotient children learned more from their illegal moves and more frequently recognized similarities in the tasks' features. (Author/JDD)