THREE AREAS WERE CONSIDERED IN "EARLY-AGE ENTRANCE TO FIRST GRADE." FIRST, A LIST OF BACKGROUND MATERIALS USED INCLUDED SENATE NUMBER 723, DELORES DURKIN'S "CHILDREN WHO LEARNED TO READ AT HOME," AND "AN EARLIER START IN READING," JAMES R. HOBSON'S "HIGH SCHOOL PERFORMANCE OF UNDERAGE PUPILS INITIALLY ADMITTED TO…

THE USE OF CASE STUDIES CAN HELP THE TEACHER TO APPRECIATE INDIVIDUAL DIFFERENCES, TO CAPITALIZE ON INTERESTS AND ABILITIES, TO APPRECIATE AND UTILIZE EXCEPTIONAL SKILLS, AND TO SET UP APPROPRIATE DEVELOPMENTAL GOALS FOR INDIVIDUAL CHILDREN. AN OUTLINE FOR THE IDENTIFICATION PROCESS INCLUDES SCREENING (GROUP DEVICES), NOMINATION (STAFF MATCHES THE…

The study, involving 195 gifted third, fourth, and sixth graders, examined the effectiveness and efficiency of teacher recommendation as a means of identying gifted children. (Author/SBH)

The article provides information concerning preschool gifted and talented children, including indicators of giftedness/talent, learning needs of gifted children, advantages/disadvantages of early intervention programs, availability of state funding to provide extra learning experiences, selection criteria for preschool programs, and sources of…

Determining how best to identify gifted and talented children can be a major obstacle to establishing successful programs. This article enumerates eight major problems or issues related to the identification of these children. Future research and theoretical development must be directed toward a resolution of these issues. (MT)

The requirements of an enriched curriculum are examined. Emphasis is on experiential and inquiry learning and acquisition of skills which encourage independence and efficiency in learning. The need for teacher questioning that allows for differentiated responses at a variety of levels is stressed. (CL)

Each of 434 German and 446 American high school teachers nominated one student as highly gifted, estimated what percent of their students were highly gifted, and rated their nominees on 84 characteristics. The percentage of students estimated to be highly gifted was higher for Americans. (Author/CL)

A discussion of education for gifted students in India reviews scholarship schemes to allow bright children to secure gifted services, national programs to identify creativity, and current developments in teacher education. (CL)

The 1982 National Report on Identification, Assessment and Recommendations for Comprehensive Identification of Gifted and Talented Youth focused on six topic areas: (1) appropriate definitions; (2) principles of identification; (3) effectiveness of current identification; (4) screening out of gifted students; (5) use of a multiplicity of methods;…

The article, while focusing on mathematics and problem-solving characteristics, reexamines the definition of "mathematically gifted," and discusses current practices and some areas of concern related to the identification of the mathematically gifted. It also calls for an identification procedure which includes information about qualities of the…

Five major steps in the identification of gifted and talented youth are discussed, and problems in each area are noted: (1) determination of program goals and types of gifted youth to be served; (2) nomination procedures; (3) assessment procedures; (4) individual differentiation; and (5) validation of the identification process. (CL)

The author considers factors in identifying gifted children and suggests that the best approach combines group and individual testing. He recommends use of the verbal, math, and standard written English forms of the Scholastic Aptitude Test and concludes by listing nine precautions for identification. (CL)

Principles in gifted identification are noted, and the contributions of such approaches as GIFT (Gift Inventory for Finding Creative Talent), GIFF I and II (Group Inventory For Finding Interests), and PRIDE (Preschool Interest Descriptor) are described. Following a synopsis of research on these creativity inventories, the article discusses their…

Assessment of conceptual level of 130 secondary students identified as gifted and 131 students from schools without gifted programs revealed significantly higher scores for gifted students. Findings suggested that such a measure of cognitive complexity may enhance identification of gifted students. (CL)

The McCarthy Scales of Children's Abilities and the Stanford-Binet were compared as instruments for identifying and assessing intellectually gifted preschool and primary aged children. The McCarthy Scales consistently produced lower scores than the Binet. Low to moderate correlations existed between the two scales. (Author/CL)