User Name:

Password:
Welcome Guest
Journals Home > Journal For The Education Of The Gifted > Volume 24 |  Issue 3 > Article Abstract
 

Abstract

Back to TOC
Reference
X

  • Aaron, P. G., Phillips, S., & Larsen, S. (1988). Specific reading disability in historically famous persons. Journal of Learning Disabilities, 21, 523–538.
  • Allen, J. (1989). Risk makers, risk takers, risk breakers: Reducing the risks for young literacy learners. Portsmouth, NH: Heinemann.
  • Allen, J. (1993). Engaging children: Community and chaos in the lives of young literacy learners. Portsmouth, NH. Heinemann.
  • Allen, J., Michalove, B., Shockley, B., & West, M. (1991). “I’m really worried about Joseph”: Reducing the risks of literacy learning. Reading Teacher, 44, 458–472.
  • Allington, R. I. (1983). The reading instruction provided readers of differing reading abilities. The Elementary School Journal, 83, 548–559.
  • Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84, 261–271.
  • Anderson, R. C., Hiebert, E. H., Scott, J. A., & Wilkinson, I. A. G. (1985). Becoming a nation of readers: The report of the Commission on Reading. Washington, DC: National Institute of Education.
  • Badian, N. A. (1998). A validation of the role of preschool phonological and orthographic skills in the prediction of reading. Journal of Learning Disabilities, 31, 472–481.
  • Bailey, A. V., & Housekeeper, G. (1972). Does individualized reading affect other subject areas? Elementary English, 49(1), 37–42.
  • Baker, J. A., Bridger, R., & Evans, K. (1998). Models of underachievement among gifted preadolescents: The role of personal, family, and school factors. Gifted Child Quarterly, 42, 5–15.
  • Baum, S. (1988). An enrichment program for gifted learning disabled students. Gifted Child Quarterly, 32, 226–230.
  • Baum, S. (1989) Gifted but learning disabled: A puzzling paradox. Preventing School Failure, 34(1), 11–14.
  • Baum, S., Olenchak, F. R., & Owen, S. V. (1998). Gifted students with attention deficits: Fact and/or fiction? Or, can we see the forest for the trees? Gifted Child Quarterly, 42, 96–104.
  • Baum, S., & Owen, S. V. (1988). High ability/learning disabled students: How are they different? Gifted Child Quarterly, 32, 321–326.
  • Baum, S. M., Renzulli, J. S., & Hébert, T. P. (1995). Reversing underachievement: Creative productivity as a systematic intervention. Gifted Child Quarterly, 39, 224–235.
  • Berk, R. A. (1983). Learning disabilities as a category of underachievement. In L. H. Fox, L. Brody, & D. Tobin (Eds.), Learningdisabled/gifted children: Identification and programming (pp. 51–76). Baltimore: University Park Press.
  • Bondy, E. (1990). Seeing it their way: What children’s definitions of reading tell us about improving teacher education. Journal of Teacher Education, 41(4), 33–45.
  • Borko, H., & Eisenhart, M. (1986). Students’ conceptions of reading and their reading experiences in school. The Elementary School Journal, 86, 589–611.
  • Bricklin, P. M. (1991). The concept of “self as learner”: Its critical role in the diagnosis and treatment of children with reading disabilities. Journal of Reading, Writing, and Learning Disabilities International, 7, 201–217.
  • Bronfenbrenner, U. (1979). The ecology of human development. Cambridge, MA: Harvard University Press.
  • Brophy, J. E. (1988). On motivating students. In D. Berliner & B. Rosenshine (Eds.), Talks to teachers (pp. 201–245). New York: Random House.
  • Butkowsky, I. S., & Willows, D. M. (1980). Cognitive-motivational characteristics of children varying in reading ability: Evidence for learned helplessness in poor readers. Journal of Educational Psychology, 72, 408–22.
  • Clark, B. (1997). Growing up gifted. Columbus, OH: Bell & Howell.
  • Clifford, M. M. (1991). Risk taking: Empirical and educational considerations. Educational Psychologist, 26, 263–298.
  • Cohen, E. G. (1986). Designing groupwork: Strategies for the heterogeneous classroom. New York: Teachers College Press.
  • Cohen, L. (1996). Dealing with perfectionism: Piaget’s dynamic equilibrium. Understanding Our Gifted, 9, 12–17.
  • Collins, A., Brown, J. S., & Holum. (1991). Cognitive apprenticeship: Making thinking visible. American Educator, 15(3), 6–11, 38–46.
  • Cramond, B. (1994). Attention-deficit hyperactivity disorder and creativity: What is the connection?. Journal of Creative Behavior, 28, 193–210.
  • Daniels, S. (1983). Teaching the learning-disabled gifted child. In L. H. Fox, L. Brody, & D. Tobin (Eds.), Learning-disabled/gifted children: Identification and programming (pp. 153–170). Baltimore: University Park Press.
  • Dean, G. (1988). Educating the more able language user. London: David Fulton.
  • Dunn, L. M., & Dunn, L. M. (1997). Peabody Picture Vocabulary Test–III. Circle Pines, MN: American Guidance System, Inc.
  • Eaves, J. (1978). Reading disability and social adjustment in intelligent children. Educational Studies, 4(1), 45–51.
  • Filby, N. N., & Barnett, B. G. (1982). Student perceptions of “better readers” in elementary classrooms. The Elementary School Journal, 82, 435–449.
  • Fox, L. H., & Brody, L. (1983). Models for identifying giftedness: Issues related to the learning-disabled child. In L. H. Fox, L. Brody, & D. Tobin (Eds.), Learning-disabled/gifted children: Identification and programming (pp. 101–116). Baltimore: University Park Press.
  • Fox, L. H., & Durden, W. G. (1982). Educating verbally gifted youth. Bloomington, IN: Phi Delta Kappa Educational Foundation.
  • Fox, L. H., Tobin, D., & Schiffman, G. B. (1983). Adaptive methods and techniques for learning-disabled/gifted children. In L. H. Fox, L. Brody, & D. Tobin (Eds.), Learning-disabled/gifted children: Identification and programming (pp. 183–194). Baltimore: University Park Press.
  • Gallagher, J. (1985). Teaching the gifted child (3rd ed.). Boston: Allyn & Bacon.
  • Gamoran, A. (1986). Instructional and institutional effects of ability grouping. Sociology of Education, 59, 185–188.
  • Gardner, H. (1983). Frames of mind. New York: Basic Books.
  • Garner, R., & Kraus, C. (1982). Good and poor comprehender differences in knowing and regulating reading behaviors. Educational Research Quarterly, 6, 5–12.
  • Georgia Department of Education. (2000). 1998–1999 Georgia public education report card: School rankings by selected criteria. Retrieved from the World Wide Web: http://168.31.216.190/schlrank/schlrank.htm.
  • Gilbertson, M., & Bramlett, R. K. (1998). Phonological awareness screening to identify at-risk readers: Implications for practitioners. Language, Speech, and Hearing Services in Schools, 29(2), 109–116.
  • Goodlad, J. (1984). A place called school. New York: McGraw-Hill.
  • Greaney, V. (1986). Parental influences on reading. Reading Teacher, 39, 813–818.
  • Grovetti, A. B., & Simons, H. D. (1994, March). The development of children’s beliefs about reading: A longitudinal, qualitative analysis. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA.
  • Gunderson, C. W., Maesch, C., & Rees, J. W. (1987). The gifted/learning disabled student. Gifted Child Quarterly, 31, 158–160.
  • Guthrie, L. F., & Hall, W. S. (1984). Ethnographic approaches to reading research. In P. D. Pearson, R. Barr, M. L. Kamil, & P. Mosenthal (Eds.), Handbook of reading research (pp. 91–100). New York: Longman.
  • Hatch, J. A. (1990). Young children as informants in classroom studies. Early Childhood Research Quarterly, 5, 251–264.
  • Heath, S. B. (1991). The sense of being literate: Historical and crosscultural features. In R. Barr, M. L. Kamil, P. Mosenthal, & P. D. Pearson (Eds.), Handbook of reading research: Vol. II (pp. 3–25). White Plain, NY: Longman.
  • Jackson, N. E., & Klein, E. J. (1997). Gifted performance in young children. In N. Colangelo & G. A. Davis (Eds.) Handbook of gifted education (2nd ed., pp. 460–474). Boston: Allyn and Bacon.
  • Jagacinski, C. M., & Nicholls, J. G. (1987). Competence and affect in task involvement and ego involvement: The impact of social comparison information. Journal of Educational Psychology, 76, 107–114.
  • Johnson, D. S. (1981). Naturally acquired learned helplessness: The relationship of school failure to achievement behavior, attributions, and self-concept. Journal of Educational Psychology, 73, 408–22.
  • Johnston, P. H. (1985). Understanding reading disability: A case study approach. Harvard Educational Review, 55, 153–177.
  • Juel, C. (1988). Learning to read and write: A longitudinal study of fifty-four children from first through fourth grade. Journal of Educational Psychology, 80, 437–447.
  • Juel, C. (1991). Beginning reading. In R. Barr, M. L. Kamil, P. Mosenthal, & P. D. Pearson (Eds.), Handbook of reading research: Vol. II (pp. 759–788). White Plains, NY: Longman.
  • Kaufman, A. S., & Kaufman, N. L. (1985). Kaufman Test of Educational Achievement. Circle Pines, MN: American Guidance System.
  • Keogh, B. K. (1986). Learning disability: Diversity in search of order. In M. C. Wang, M. C. Reynolds, & H. J. Walberg (Eds.). Handbook of special education research and practice (pp. 221–251). Oxford, UK: Pergamon Press.
  • Knapp, N. F. (1998a, April). The child’s conception of reading interview: A concretized, qualitative instrument for investigating children’s concepts of reading. Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA.
  • Knapp, N. F. (1998b, December). The reading apprenticeship intervention and its effects on the reading skills and attitudes of delayed primary readers. Paper presented at the annual meeting of the National Reading Conference, Austin, TX.
  • Knapp, N. F., & Winsor, A. P. (1998). A reading apprenticeship for delayed primary readers. Reading Research and Instruction, 38, 13–29.
  • Kos, R. (1991). Persistence of reading disabilities: The voice of four middle school students. American Educational Research Journal, 28, 875–895.
  • Kuhn, M. R., & Stahl, S. A. (1998). Teaching children to learn word meanings from context: A synthesis and some questions. Journal of Literacy Research, 30, 120–138.
  • Labuda, M., & James, H. J. (1985). Fostering creativity in children who differ. In M. Labuda (Ed.), Creative reading for gifted learners (pp. 146–158). Newark, DE: International Reading Association.
  • Landrum, T. J. (1989). Gifted and learning disabled students: Practical considerations. Academic Therapy, 24, 533–544.
  • Lehr, F. (1983). ERIC/RCS Report: Help for the verbally gifted. English Journal, 72(1), 51–53.
  • Lucado, M. (1997). You are special. Wheaton, IL: Crossway Books.
  • Mandel, H. P., & Marcus, S. I. (1995). “Could do better”: Why children underachieve and what to do about it. New York: John Wiley & Sons.
  • Mann, V. (1984). Reading skill and language skill. Developmental Review, 4, 1–15.
  • McGill-Franzen, A., Lanford, C., & Killian, J. (1993, December). Case studies of teachers’ literature-based textbook use in kindergarten and children’s literacy and literate development. Paper presented at the National Reading Conference, Charleston, SC.
  • McKenna, M. C., & Kear, D. J. (1990). Measuring attitude toward reading: A new tool for teachers. The Reading Teacher, 43, 626–639.
  • Meckstroth, E. (1991). Guiding the parents of gifted children: The role of counselors and teachers. In R. M. Milgram (Ed.), Counseling gifted and talented children: A guide for teachers, counselors, and parents (pp. 95–120). Norwood, NJ: Ablex.
  • Miller, S. D., & Yochum, N. (1991). Asking students about the nature of their reading difficulties. Journal of Reading Behavior, 23, 465–485.
  • Nicholls, J. G., & Miller, A. (1984). Conceptions of ability and achievement motivation. In R. Ames & C. Ames (Eds.), Research on motivation in education. Vol. 1: Student motivation (pp. 39–73). New York: Academic Press.
  • Olenchak, F. R. (1995). Effects of enrichment on gifted/learning-disabled students. Journal for the Education of the Gifted, 18, 385–399.
  • Pirie, B. S., & Adams, R. R. (1993). The case of Morty: A four-year study. Gifted Education International, 9, 105–109.
  • Qualitative Solutions & Research Pty Ltd. (1997). QSR Nud*ist revision 4. Melbourne, Australia: Author.
  • Reitzammer, A. F. (1990). Reading success. A cornerstone of dropout prevention. Reading Improvement, 27, 287–288.
  • Renzulli, J. S. (1977). The enrichment triad model: A guide for developing defensible programs for the gifted and talented. Mansfield Center, CT: Creative Learning Press.
  • Rimm, S. B. (1995). Why bright kids get poor grades and what you can do about it. New York: Random House.
  • Rimm, S. B. (1997). An underachievement epidemic. Educational Leadership, 54(7), 18–22.
  • Rogers, C. M., Smith, M. D., & Coleman, J.M. (1978). Social comparison in the classroom: The relationship between academic achievement and self-concept. Journal of Educational Psychology, 70, 50–57.
  • Rogoff, B. (1990). Apprenticeship in thinking: Cognitive development in social context. New York: Oxford University Press.
  • Ross, P. O. (1997). Federal policy on gifted and talented education. In N. Colangelo & G. A. Davis (Eds.), Handbook of gifted education (2nd ed., pp. 533–560). Boston: Allyn and Bacon.
  • Sabatino, D. A., & Vance, H. B. (1994). Is the diagnosis of attentiondeficit/hyperactivity disorders meaningful? Psychology in the Schools, 31, 188–196.
  • Saracho, O. N. (1997). Perspectives on family literacy. Early Childhood Development and Care, 127, 3–11.
  • Scarborough, H. S. (1989). Prediction of reading disability from familial and individual differences. Journal of Educational Psychology, 81, 101–108.
  • Scruggs, T. E., & Cohn, S. J. (1983). Learning characteristics of verbally gifted students. Gifted Child Quarterly, 27, 169–172.
  • Searcy, S. (1988). Developing self-esteem. Academic Therapy, 23, 453–460.
  • Share, D. L., Jorm, A. F., & Maclean, R. (1984). Sources of individual differences in reading acquisition. Journal of Educational Psychology, 76, 1309–1324.
  • Smith, M. C. (1990). A longitudinal investigation of reading attitude development from childhood to adulthood. Journal of Educational Research, 83, 215–219.
  • Stanovich, K. E. (1986). Matthew effects in reading: Nine consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21, 360–407.
  • Strauss, A. L., & Corbin, J. (1990). Basics of qualitative research: Grounded theory procedures and techniques. Newbury Park, CA: Sage.
  • Strother, J., & Barlow, K. (1985). The relationship of emotional needs to reading difficulty: A collaborative model for counselors and teachers. Elementary School Counseling and Guidance, 20(1), 29–38.
  • Swanson, H. L. (2000). Issues facing the field of learning disabilities. Learning Disability Quarterly, 23, 37–50.
  • Tammivaara, J., & Enright, D. S. (1986). On eliciting information: Dialogues with child informants. Anthropology & Education Quarterly, 17, 218–238.
  • Tannenbaum, A. J., & Baldwin, L. J. (1983). Giftedness and learning disability: A paradoxical combination. In L. H. Fox, L. Brody, & D. Tobin (Eds.), Learning-disabled/gifted children: Identification and programming (pp. 11–36). Baltimore: University Park Press.
  • Terry, P. W. (1992). Reprint of the reading problem in arithmetic. Journal of Educational Psychology, 84, 70–75. Torrance, E. P. (1993). Torrance Tests of Creative Thinking: Verbal Form A. Bensenville, IL: Scholastic Testing Service. Vygotsky, L. S. (1978). Mind in Society. Cambridge, MA: Harvard University Press.
  • Whitmore, J. R. (1979). The etiology of underachievement in highly gifted young children. Journal for the Education of the Gifted, 3, 38–51.
  • Whitmore, J. R. (1980). Giftedness, conflict, and underachievement. Boston: Allyn &Bacon.
  • Wigfield, A., & Asher, S. R. (1984). Social and motivational influences on reading. In P. D. Pearson, R. Barr, M. L. Kamil, & P. Mosenthal, (Eds.), Handbook of Reading Research: Vol. I (pp. 423–452). White Plains, NY: Longman.
  • Wolfle, J. A. (1991). Underachieving gifted males: Are we missing the boat? Roeper Review, 13, 181–184.
Fields marked with an asterisk * are mandatory.
 

Your Name:*
 

Your Email:*
 

Friend's Name:*
 

Friend's Email:*
 

Message:
 

 
Send CC to self
 

 
 

Bookmark
X
  • Volume 24
  •  Issue 3
  • Publication Date: Spring 2001



Potential, Performance, and Paradox: A Case Study of J.P., a Verbally Gifted, Struggling Reader

Hillary R. Hettinger & Nancy Flanagan Knapp

While numerous studies have described a picture of the prototypical struggling reader, children who struggle to read but possess other verbal and creative talents have been neglected in the literature. Because they are expected to acquire literacy quickly and easily, verbally gifted, struggling readers often encounter a different set of problems from other children who fail to read in the primary grades. In this case study, an 8-year-old, verbally gifted, struggling reader’s difficult experiences at home and school are discussed, along with the responses of those in his life to his paradox of being highly verbal yet failing at reading.


ShoppingCart Summary

Shopping
Your cart is empty.