Pub Date : 2026-01-29DOI: 10.1177/00169862251412553
Joel McIntosh, Kristen R. Stephens, Elizabeth Shaunessy-Dedrick
{"title":"Frances A. Karnes: Four Decades of Transforming Gifted Education Through Scholarship, Advocacy, and Legislative Reform","authors":"Joel McIntosh, Kristen R. Stephens, Elizabeth Shaunessy-Dedrick","doi":"10.1177/00169862251412553","DOIUrl":"https://doi.org/10.1177/00169862251412553","url":null,"abstract":"","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":"23 1","pages":""},"PeriodicalIF":3.1,"publicationDate":"2026-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146089855","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2026-01-14DOI: 10.1177/00169862251397303
Luis Orione, Del Siegle, Talbot S. Hook, Ivo Donner
Stress and anxiety are pervasive concerns among American college students, posing detrimental effects to their well-being and academic performance. Physiologically based stress management programs have proven effective within university settings; however, limited research has investigated the impact of such interventions on university honors students. One promising tool is electrodermal biofeedback, which utilizes electrodermal activity as an indicator of psychophysiological stress-related phenomena. To address this research gap, we conducted a pre–post comparison electrodermal biofeedback intervention study involving five honors students. Across 18 time points, we recorded a total of 81 stress response control measurements per participant. Over a 6-week period, participants learned to control electrodermal activity, heart rate variability, and peripheral temperature. Visual analysis of the data revealed improved averages and trendlines in physiological stress response control for all five students, with an average effect size of d = 0.74. Moreover, participants demonstrated better average physiological stress response control post-treatment compared with pretreatment.
{"title":"Stress Management in Honors Students: Findings From a Biofeedback Study","authors":"Luis Orione, Del Siegle, Talbot S. Hook, Ivo Donner","doi":"10.1177/00169862251397303","DOIUrl":"https://doi.org/10.1177/00169862251397303","url":null,"abstract":"Stress and anxiety are pervasive concerns among American college students, posing detrimental effects to their well-being and academic performance. Physiologically based stress management programs have proven effective within university settings; however, limited research has investigated the impact of such interventions on university honors students. One promising tool is electrodermal biofeedback, which utilizes electrodermal activity as an indicator of psychophysiological stress-related phenomena. To address this research gap, we conducted a pre–post comparison electrodermal biofeedback intervention study involving five honors students. Across 18 time points, we recorded a total of 81 stress response control measurements per participant. Over a 6-week period, participants learned to control electrodermal activity, heart rate variability, and peripheral temperature. Visual analysis of the data revealed improved averages and trendlines in physiological stress response control for all five students, with an average effect size of <jats:italic toggle=\"yes\">d</jats:italic> = 0.74. Moreover, participants demonstrated better average physiological stress response control post-treatment compared with pretreatment.","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":"39 1","pages":""},"PeriodicalIF":3.1,"publicationDate":"2026-01-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145961875","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-12-20DOI: 10.1177/00169862251394275
Malak Abdulaziz Alabdullatif, Abdullah Mohammed Aljughaiman, Sarah Khaled Alfawzan
With the growing interest in the expertise approach to high performance, its application in surgery remains underexplored. This study uses a constructivist grounded theory design and intensive interviews to examine the development of professional excellence and cognitive productivity among six renowned surgeons. It traces their trajectories from early life to global recognition. The analysis generated the “Description of the Dynamics of Professional Excellence Formation in Surgical Medicine,” highlighting the crucial role of personal and physical abilities, psychological adaptability, and resilience in overcoming challenges. These elements, shaped by evolving contexts and complex interactions, foster continuous development, innovation, and leadership. The findings reveal that global innovation represents the peak of cognitive productivity, while exceptional leadership marks the height of professional excellence. Participants engaged in dynamic processes integrating both. The study provides valuable insights into cultivating excellence in surgery, emphasizing sustained growth, ethical commitment, and effective problem-solving to achieve a lasting global impact.
{"title":"Navigating the Complex Journey Toward Professional Excellence in Distinguished Surgeons: A Constructivist Grounded Theory Approach","authors":"Malak Abdulaziz Alabdullatif, Abdullah Mohammed Aljughaiman, Sarah Khaled Alfawzan","doi":"10.1177/00169862251394275","DOIUrl":"https://doi.org/10.1177/00169862251394275","url":null,"abstract":"With the growing interest in the expertise approach to high performance, its application in surgery remains underexplored. This study uses a constructivist grounded theory design and intensive interviews to examine the development of professional excellence and cognitive productivity among six renowned surgeons. It traces their trajectories from early life to global recognition. The analysis generated the “Description of the Dynamics of Professional Excellence Formation in Surgical Medicine,” highlighting the crucial role of personal and physical abilities, psychological adaptability, and resilience in overcoming challenges. These elements, shaped by evolving contexts and complex interactions, foster continuous development, innovation, and leadership. The findings reveal that global innovation represents the peak of cognitive productivity, while exceptional leadership marks the height of professional excellence. Participants engaged in dynamic processes integrating both. The study provides valuable insights into cultivating excellence in surgery, emphasizing sustained growth, ethical commitment, and effective problem-solving to achieve a lasting global impact.","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":"33 1","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145801084","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-12-20DOI: 10.1177/00169862251387659
Jeannette Mancilla-Martinez, Min Hyun Oh, Elizabeth Zagata, Jiaxin Jessie Wang
Students from homes where a language other than English is used—formally known as non–English-language background (NELB) students in schools—have historically been viewed as an “at-risk” group. Their persistent underrepresentation in gifted programs warrants research on their intellectually gifted (IG) representation to ensure that they receive the necessary support regardless of language backgrounds. We describe NELB students’ IG representation and explore their likelihood of IG representation (2006–2019) by language status (Current English learner [EL], Former EL, and Never EL). Results showed variability in IG representation and placement likelihood. Notably, compared with native English speakers (NES), (1) Never ELs were consistently more likely to have IG status, (2) Former ELs were generally similarly or less likely to have IG, and (3) Current ELs consistently less likely to receive IG services. Findings contribute to the understudied area of NELB students’ representation in IG programs and offer nuanced insight by language status.
{"title":"Representation of Linguistically Diverse Students in Gifted and Talented Services: 2006–2019 Tennessee Trends","authors":"Jeannette Mancilla-Martinez, Min Hyun Oh, Elizabeth Zagata, Jiaxin Jessie Wang","doi":"10.1177/00169862251387659","DOIUrl":"https://doi.org/10.1177/00169862251387659","url":null,"abstract":"Students from homes where a language other than English is used—formally known as non–English-language background (NELB) students in schools—have historically been viewed as an “at-risk” group. Their persistent underrepresentation in gifted programs warrants research on their intellectually gifted (IG) representation to ensure that they receive the necessary support regardless of language backgrounds. We describe NELB students’ IG representation and explore their likelihood of IG representation (2006–2019) by language status (Current English learner [EL], Former EL, and Never EL). Results showed variability in IG representation and placement likelihood. Notably, compared with native English speakers (NES), (1) Never ELs were consistently more likely to have IG status, (2) Former ELs were generally similarly or less likely to have IG, and (3) Current ELs consistently less likely to receive IG services. Findings contribute to the understudied area of NELB students’ representation in IG programs and offer nuanced insight by language status.","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":"36 1","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145801195","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-12-18DOI: 10.1177/00169862251394277
Furkan Atmaca, Mustafa Baloğlu
The identification of twice-exceptional (2e) students is a complex challenge, primarily due to cognitive masking. In this study, we developed the Cognitive Assessment Battery for Twice Exceptionality (2eCAB) and evaluated the classification performance of a machine learning algorithm, specifically Classification and Regression Trees (CART). Grounded in prior literature, the 2eCAB was designed to assess nonverbal ability, memory, rapid automatized naming, and pseudoword reading. The sample included 565 Turkish-speaking elementary students: typically developing (TD, n = 468), gifted ( n = 44), 2e ( n = 15), and students with specific learning disabilities (SLD, n = 38). The results indicated that the 2eCAB is a valid and reliable tool. Internal consistency of the battery was high (α = .95, ω = .95). Test–retest reliability for total scores was .92, while individual task scores ranged between .77 and .92. Significant relationships were found between 2eCAB scores, and results from hierarchical confirmatory factor analysis showed a good model fit. Scores from four external assessments measuring nonverbal ability, working memory, naming speed, and reading were significantly correlated with 2eCAB scores. The trained CART algorithm achieved an acceptable overall classification accuracy for identifying 2e, gifted, TD, and SLD students. Thus, artificial intelligence technologies show promise for the identification of students with special needs.
双重例外（2e）学生的识别是一项复杂的挑战，主要是由于认知掩蔽。在本研究中，我们开发了两次异常性认知评估电池（2eCAB），并评估了机器学习算法的分类性能，特别是分类和回归树（CART）。在先前文献的基础上，2eCAB被设计用来评估非语言能力、记忆、快速自动命名和假词阅读。样本包括565名说土耳其语的小学生：典型发展（TD, n = 468），天才（n = 44），天才（n = 15）和有特殊学习障碍（SLD, n = 38）的学生。结果表明，2eCAB是一种有效、可靠的检测工具。电池内部一致性高（α = 0.95, ω = 0.95）。总分重测信度为。92分，而单项任务得分在。77和。92。2eCAB评分之间存在显著关系，分层验证性因子分析结果显示模型拟合良好。非语言能力、工作记忆、命名速度和阅读四项外部评估的得分与2eCAB得分显著相关。经过训练的CART算法在识别2e、gifted、TD和SLD学生方面取得了可接受的总体分类精度。因此，人工智能技术有望用于识别有特殊需求的学生。
{"title":"Using Machine Learning for Identification: Development of the Cognitive Assessment Battery for Twice Exceptionality","authors":"Furkan Atmaca, Mustafa Baloğlu","doi":"10.1177/00169862251394277","DOIUrl":"https://doi.org/10.1177/00169862251394277","url":null,"abstract":"The identification of twice-exceptional (2e) students is a complex challenge, primarily due to cognitive masking. In this study, we developed the Cognitive Assessment Battery for Twice Exceptionality (2eCAB) and evaluated the classification performance of a machine learning algorithm, specifically Classification and Regression Trees (CART). Grounded in prior literature, the 2eCAB was designed to assess nonverbal ability, memory, rapid automatized naming, and pseudoword reading. The sample included 565 Turkish-speaking elementary students: typically developing (TD, <jats:italic toggle=\"yes\">n</jats:italic> = 468), gifted ( <jats:italic toggle=\"yes\">n</jats:italic> = 44), 2e ( <jats:italic toggle=\"yes\">n</jats:italic> = 15), and students with specific learning disabilities (SLD, <jats:italic toggle=\"yes\">n</jats:italic> = 38). The results indicated that the 2eCAB is a valid and reliable tool. Internal consistency of the battery was high (α = .95, ω = .95). Test–retest reliability for total scores was .92, while individual task scores ranged between .77 and .92. Significant relationships were found between 2eCAB scores, and results from hierarchical confirmatory factor analysis showed a good model fit. Scores from four external assessments measuring nonverbal ability, working memory, naming speed, and reading were significantly correlated with 2eCAB scores. The trained CART algorithm achieved an acceptable overall classification accuracy for identifying 2e, gifted, TD, and SLD students. Thus, artificial intelligence technologies show promise for the identification of students with special needs.","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":"1 1","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145770654","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-12-18DOI: 10.1177/00169862251386052
Louise Puslednik, Patrick C. Brennan
High-ability students living in regional, remote, or rural areas of Australia face numerous barriers in accessing quality science, technology, engineering, and mathematics (STEM) education to meet their learning needs. However, there is limited research in how to overcome these barriers and support the development of rural high-ability students within the STEM domain. This small-scale study explores a group of high-ability rural secondary school learners and the impact of their engagement in an authentic research mentor program (ARMP). Using a mixed-method convergent parallel design, qualitative and quantitative data were collected over 3 years from 32 high-ability students in Year 10 of a rural Australian school. Rural high-ability students identified the value of the program in terms of equipping them with transferable science knowledge and skills, as well as social communication and problem-solving skills. Quantitative data analysis supported these qualitative findings. High-ability student participation in the ARMP, as measured by an independent science assessment, significantly enhanced the high-ability students’ science knowledge, understanding, and skills, as well as their problem-solving skills, and communication skills, as compared with a control group. Effect sizes for these measures were large ranging from 0.81 to 1.57. This ARMP addresses the inequities faced by rural high-ability students, providing them with exposure to authentic STEM education and research under the guidance of an academic mentor. Importantly, this research highlights the positive impact of ARMP’s on the development of rural high-ability students’ social and emotional skills; key skills needed for the development of talent in STEM.
{"title":"The Transformative Impact of a Novel Research-Mentoring Program on Rural High-Ability Students’ Scientific and Socio-Emotional Development","authors":"Louise Puslednik, Patrick C. Brennan","doi":"10.1177/00169862251386052","DOIUrl":"https://doi.org/10.1177/00169862251386052","url":null,"abstract":"High-ability students living in regional, remote, or rural areas of Australia face numerous barriers in accessing quality science, technology, engineering, and mathematics (STEM) education to meet their learning needs. However, there is limited research in how to overcome these barriers and support the development of rural high-ability students within the STEM domain. This small-scale study explores a group of high-ability rural secondary school learners and the impact of their engagement in an authentic research mentor program (ARMP). Using a mixed-method convergent parallel design, qualitative and quantitative data were collected over 3 years from 32 high-ability students in Year 10 of a rural Australian school. Rural high-ability students identified the value of the program in terms of equipping them with transferable science knowledge and skills, as well as social communication and problem-solving skills. Quantitative data analysis supported these qualitative findings. High-ability student participation in the ARMP, as measured by an independent science assessment, significantly enhanced the high-ability students’ science knowledge, understanding, and skills, as well as their problem-solving skills, and communication skills, as compared with a control group. Effect sizes for these measures were large ranging from 0.81 to 1.57. This ARMP addresses the inequities faced by rural high-ability students, providing them with exposure to authentic STEM education and research under the guidance of an academic mentor. Importantly, this research highlights the positive impact of ARMP’s on the development of rural high-ability students’ social and emotional skills; key skills needed for the development of talent in STEM.","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":"62 1","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145770652","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-12-18DOI: 10.1177/00169862251397381
Jennifer L Jolly, Joni M Lakin
Standardized and informal teacher rating scales (TRS) are survey tools that include behaviors thought to be representative of giftedness and are often used for nomination or referral to a district’s gifted education program or as a datapoint of a multi-measure approach to the identification of gifted and talented students. One of the critical concerns about TRS is whether there is a credible theory underlying survey development. This study explored whether the constructs measured by TRS could be subsumed in the Five-Factor Theory of Personality (FFTP) which is a broadly recognized personality theory with five cross-culturally stable latent constructs. The standardized scales reviewed for general education students included the Scales for Identifying Gifted Students (SIGS), Gifted Rating Scales (GRS), HOPE Teacher Rating Scale (HOPE), and Scales for Rating the Behavioral Characteristics of Superior Students (SRBCSS). We also included representative examples of non-standardized scales used to identify students from culturally, linguistically, and economically diverse (CLED) backgrounds. Using the five latent constructs as a priori codes, a deductive analysis of the statements from each scale was conducted. The personality traits of Openness and Conscientiousness were most noted for general and CLED scales. Agreeableness was more represented in the general scales, while Neuroticism and Extroversion were more common for CLED scales. This study offered an alternative explanation for the constructs being measured, lending credibility to TRS when they align to the constructs of FFTP, especially Openness and Conscientiousness, and the need for continued critical analysis of how existing TRS implicitly define academic talent, particularly among CLED students.
{"title":"Are Teacher Rating Scales of Gifted Student Behavior Just Measures of Personality?","authors":"Jennifer L Jolly, Joni M Lakin","doi":"10.1177/00169862251397381","DOIUrl":"https://doi.org/10.1177/00169862251397381","url":null,"abstract":"Standardized and informal teacher rating scales (TRS) are survey tools that include behaviors thought to be representative of giftedness and are often used for nomination or referral to a district’s gifted education program or as a datapoint of a multi-measure approach to the identification of gifted and talented students. One of the critical concerns about TRS is whether there is a credible theory underlying survey development. This study explored whether the constructs measured by TRS could be subsumed in the Five-Factor Theory of Personality (FFTP) which is a broadly recognized personality theory with five cross-culturally stable latent constructs. The standardized scales reviewed for general education students included the Scales for Identifying Gifted Students (SIGS), Gifted Rating Scales (GRS), HOPE Teacher Rating Scale (HOPE), and Scales for Rating the Behavioral Characteristics of Superior Students (SRBCSS). We also included representative examples of non-standardized scales used to identify students from culturally, linguistically, and economically diverse (CLED) backgrounds. Using the five latent constructs as a priori codes, a deductive analysis of the statements from each scale was conducted. The personality traits of Openness and Conscientiousness were most noted for general and CLED scales. Agreeableness was more represented in the general scales, while Neuroticism and Extroversion were more common for CLED scales. This study offered an alternative explanation for the constructs being measured, lending credibility to TRS when they align to the constructs of FFTP, especially Openness and Conscientiousness, and the need for continued critical analysis of how existing TRS implicitly define academic talent, particularly among CLED students.","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":"162 1","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145770655","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-12-17DOI: 10.1177/00169862251392934
Matthew C. Makel
Countless characteristics lists have been made to describe gifted children. But what evidence exists to support them? If such lists are to be useful, they must be appropriately contextualized and grounded in empirical support. Lacking these, they cannot be useful. And many existing lists are severely lacking in both of these things. In this article, I first provide background on characteristics lists and their uses. Second, I outline six limitations of current lists. Third, I introduce a formal nomenclature for determining what constitutes a characteristic of gifted students. Finally, I propose two possible paths forward. First, stop creating or using characteristics lists. Alternatively, if characteristics lists are to be created and consumed, they need to better align the field’s actions with its aspirations. Without sufficient empirical support, characteristics lists will not help schools and can exacerbate both inequity and distrust in research. Calling something a characteristic is a privilege that must be empirically earned.
{"title":"Making a List Requires Checking it Twice: A Call for Empirical Evidence in Characteristics Lists","authors":"Matthew C. Makel","doi":"10.1177/00169862251392934","DOIUrl":"https://doi.org/10.1177/00169862251392934","url":null,"abstract":"Countless characteristics lists have been made to describe gifted children. But what evidence exists to support them? If such lists are to be useful, they must be appropriately contextualized and grounded in empirical support. Lacking these, they cannot be useful. And many existing lists are severely lacking in both of these things. In this article, I first provide background on characteristics lists and their uses. Second, I outline six limitations of current lists. Third, I introduce a formal nomenclature for determining what constitutes a characteristic of gifted students. Finally, I propose two possible paths forward. First, stop creating or using characteristics lists. Alternatively, if characteristics lists are to be created and consumed, they need to better align the field’s actions with its aspirations. Without sufficient empirical support, characteristics lists will not help schools and can exacerbate both inequity and distrust in research. Calling something a characteristic is a privilege that must be empirically earned.","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":"21 1","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145765162","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-12-12DOI: 10.1177/00169862251392214
Amanda M. Nickerson, Stephanie A. Stollar, Pam Kastner
This study investigates the impact of advanced explicit phonics and spelling instruction on the oral reading fluency of highly skilled first-grade readers, filling a gap in the literature. While the necessity and enjoyment of phonics instruction for this population are debated, evidence suggests benefits for students with high phonemic awareness and alphabet knowledge. Using a single-case multiple-baseline across-subjects design, six students participated in daily 30-min interventions over an 8-week period. Data-based decision-making was used to group students, identify instructional targets, monitor progress, and determine the need for decoding or spelling review. Results showed gains in oral reading fluency for all students, with greater growth among those with more advanced decoding and spelling skills. Both the instructor and students viewed the intervention favorably. This study offers preliminary evidence that advanced explicit phonics and spelling instruction can be enjoyable and improve student outcomes, with implications for early enrichment and data-based differentiation.
{"title":"Utilizing Advanced Decoding and Spelling Lessons to Accelerate Highly Skilled First-Grade Readers","authors":"Amanda M. Nickerson, Stephanie A. Stollar, Pam Kastner","doi":"10.1177/00169862251392214","DOIUrl":"https://doi.org/10.1177/00169862251392214","url":null,"abstract":"This study investigates the impact of advanced explicit phonics and spelling instruction on the oral reading fluency of highly skilled first-grade readers, filling a gap in the literature. While the necessity and enjoyment of phonics instruction for this population are debated, evidence suggests benefits for students with high phonemic awareness and alphabet knowledge. Using a single-case multiple-baseline across-subjects design, six students participated in daily 30-min interventions over an 8-week period. Data-based decision-making was used to group students, identify instructional targets, monitor progress, and determine the need for decoding or spelling review. Results showed gains in oral reading fluency for all students, with greater growth among those with more advanced decoding and spelling skills. Both the instructor and students viewed the intervention favorably. This study offers preliminary evidence that advanced explicit phonics and spelling instruction can be enjoyable and improve student outcomes, with implications for early enrichment and data-based differentiation.","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":"8 1","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145730968","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-12-12DOI: 10.1177/00169862251392600
Ali M. Alodat
While research on underrepresented gifted students, such as those from low-income, minority, and linguistically diverse backgrounds, has informed identification strategies, little is known about their applicability to refugee students. Refugee children face unique challenges, including trauma, interrupted education, and acculturation stress, necessitating tailored approaches. This study examined equitable identification practices for gifted refugee students through a systematic review and comparative thematic analysis. The study synthesized findings from 26 empirical studies, identifying best practices such as universal screening, culturally responsive assessments, and nontraditional identification methods. Comparative thematic analysis reveals five core themes: identification practices, adaptations for equitable evaluation, identification challenges, impacts on student well-being, and limitations of existing methods. Findings highlighted that, while existing equitable practices can inform refugee student identification, additional modifications are required to address the distinct barriers these students face. The study emphasized the need for culturally and contextually relevant identification frameworks that recognize the diverse expressions of giftedness among refugee students. Policy and practice implications include adopting multimethod assessments, teacher training on gifted refugee identification, and developing flexible identification criteria to ensure inclusivity and fairness.
{"title":"Equitable Identification Practices for Gifted Refugee Students: A Systematic Review and Comparative Thematic Analysis","authors":"Ali M. Alodat","doi":"10.1177/00169862251392600","DOIUrl":"https://doi.org/10.1177/00169862251392600","url":null,"abstract":"While research on underrepresented gifted students, such as those from low-income, minority, and linguistically diverse backgrounds, has informed identification strategies, little is known about their applicability to refugee students. Refugee children face unique challenges, including trauma, interrupted education, and acculturation stress, necessitating tailored approaches. This study examined equitable identification practices for gifted refugee students through a systematic review and comparative thematic analysis. The study synthesized findings from 26 empirical studies, identifying best practices such as universal screening, culturally responsive assessments, and nontraditional identification methods. Comparative thematic analysis reveals five core themes: identification practices, adaptations for equitable evaluation, identification challenges, impacts on student well-being, and limitations of existing methods. Findings highlighted that, while existing equitable practices can inform refugee student identification, additional modifications are required to address the distinct barriers these students face. The study emphasized the need for culturally and contextually relevant identification frameworks that recognize the diverse expressions of giftedness among refugee students. Policy and practice implications include adopting multimethod assessments, teacher training on gifted refugee identification, and developing flexible identification criteria to ensure inclusivity and fairness.","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":"42 1","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145730991","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：