A Series Of Unfortunate Events Or A Sequence Of Auspicious .
noitcurtsnIgniddaeetfRiG:hstriW ed ReadetnelaTandA Series of UnfortunateEvents or a Sequence ofAuspicious Results?by Patricia F. Woodfrom Lemony Snicket, mysterious author of the book collection titled A Series of Unfortunate Events, if youare interested in articles with happy endings, youwould be better off reading a different one . . . ormaybe not. Read on.As a dedicated, diligent, and effective teacherof reading, you expect a happily ever after out-To borrow16 summer 2008 vol 31, no 3come for your students. You expect your effortsas a reading instructor to have a happy ending:children who love to read and who develop intocompetent, capable readers. For struggling andat-risk readers, a happy ending is especially joyous. But what about the readers who enter yourclassroom already demonstrating high levels ofexpertise with text, those identified as gifted,
talented, high-ability, advanced, or precocious readers? Most might say they have their happy endingbecause they have become successful readers. Yet,there is potential unfulfilled. For gifted and talentedreaders, how do we ensure that their potential isachieved, the guarantee of a happily ever after ending?The enigmatic Mr. Snicket is quick to establish from the start that happy events are not to beexpected in his story. Every happy event in the livesof the three clever and charming Baudelaire children is countered with an even more unfortunateone, events rife with misery, misfortune, and despair.Violet Baudelaire and her brother, Klaus, a giftedreader, use their wits and intellect to create a sanctuary for themselves and their little sister Sunny inthe midst of catastrophe and gloom. As is typical ofgifted children, the Baudelaires have hopes of bringing order to the chaos in their lives. Violet’s inventivemind along with Klaus’ extensive knowledge gleanedfrom his insatiable love of reading and books enablethe Baudelaire children to overcome devastatingcalamities.This unfortunate story line is mirrored in manyclassrooms where gifted and talented readers sitpatiently (or not so patiently!) awaiting their turnfor reading instruction that is cognitively challenging and motivating. Like Klaus Baudelaire, manygifted children find sanctuary in books. This articleexplores a discouraging and very real tragedy formany gifted and talented readers: the unfortunateyet unnecessary disparity between what they needfrom a reading instructional program and what classroom instructional practices typically provide.An All TooUnfortunate ScenarioTeaching reading is a time-intensive task. Inelementary classrooms across the country, teachersallocate large blocks of time to reading instruction.Sitting in their classrooms are students who displaya wide range of reading abilities, from nonreadersto the highly competent. Reading strategies andactivities must be orchestrated to match individualinstructional needs. Juxtaposed with their struggle toaddress the diverse learning needs of their studentsare federal mandates, state standards, and local curriculum requirements. It is no wonder that teachersoften feel frustrated, out of control, and dispirited.Yet most teachers use their passion for teaching,their training in best practices, and their creativity todesign learning opportunities matched to their students’ needs. Unfortunately, many of these teachers,although highly trained in how to teach reading tobeginning and struggling readers, have received littleor no professional development in how to meet theneeds of their gifted and talented readers, as evincedin the following vignette:gifted child today 17
Reading Instruction With Gifted and Talented ReadersIt’s 8:45 AM on a typical schoolmorning in Mrs. Wyatt’s second-grade class. During anunannounced “walk-through”to observe reading instruction,Ms. Sanders, the school’s principal, observes children involvedin a variety of reading activities.Mrs. Wyatt, sitting at a halfround table, is surrounded byfour children who are readingfrom decodable texts. The principal sees Jason, Ramon, andAlisha sitting at computers listening with headsets to a storyon CD. Under a rainbow-stripedumbrella sitting side-by-side inkid-sized beach chairs, Joseph isreading haltingly to Melissa, whooffers him assistance with unfamiliar words. Rodney, Dominick,and Sarah are busy at their deskswriting in their reading responsejournals while Alex and Stacywork energetically at the “Makea Word” center, using magneticletters to create words on smallwhiteboards. In the back cornerof the room, Carlos, Molly, andElizabeth are sitting on oversizedpillows reading silently.During her visit, the principalnotices that every 20 minutes orso, students are regrouped andparticipate in different readingactivities with the exception ofthe three students sitting on pillows reading silently. During herhour visit to the classroom, Ms.Sanders notes that students areengaged in an array of readingstrategies and activities. However, she is puzzled by the threestudents who never leave thefloor pillows where they are reading silently. Later that day in herconference with Mrs. Wyatt, Ms.Sanders asks about the three children who were reading silently.“During the hour I was in your18 summer 2008 vol 31, no 3room, I noticed Carlos, Molly,and Elizabeth reading silently,but I didn’t see them rotate toother reading activities.” Tothat, Mrs. Wyatt replied, “Oh,they are my top readers. Theyalready know how to read, soI’ve told them to just read theirbooks.”Unfortunately, this scenario is alltoo familiar: gifted and talented readers left out of reading instruction. And,although allowing advanced readerssuch as Carlos, Molly, and Elizabeth toread silently from books at their reading level is preferable to forcing theirparticipation in activities designed forbeginning or struggling readers, theyare nonetheless being shortchanged.They deserve a reading instructionalprogram that offers challenge and isdifferentiated based on their intellectual and emotional needs.The Characters in ThisUnfortunate StoryGifted and talented readers present a unique challenge for elementary teachers by virtue of their salientcharacteristics. By definition, they areadvanced in intellectual and linguistic abilities. Experts in the fields ofgifted education and reading identifygifted and talented readers as studentswho read and comprehend text 2 ormore years beyond their chronological grade placement as measured on astandardized reading test or who havethe potential for high reading performance. In the traditional sense, a giftedreader may or may not have been identified as gifted in accordance with stateor district eligibility guidelines forgifted education services. Likewise,because “giftedness” is not restrictedto strengths in the verbal domain butmay be evidenced by giftedness withmathematics or creative talent, a giftedchild may or may not be identified asa gifted reader. Although an exceptionally high IQ is not necessary for astudent to be a gifted reader, researchconfirms that gifted and talented readers tend to have above-average generalintelligence.Gifted and talented readers readeasily and voraciously, with amazingspeed and incredible comprehension.They also are passionate about whatthey read. For them, reading is notthe mere process of translating symbols into meanings but an intenseneed to explore, investigate, fantasize,and make connections with conceptsand ideas. Gifted and talented readersare, by definition, highly verbal anduse advanced language and vocabulary with ease. They also may excel inmany areas of reading and languagearts, such as creative writing, literaryanalysis, oral communication, linguistic and vocabulary development, critical and creative reading, and foreignlanguage (VanTassel-Baska, 1994).Paradoxically, educators may considerreading instruction for gifted readersas somehow unnecessary.A Tragic Tale ofDisregarded ReadersIn 1993, the United StatesDepartment of Education released itsreport, National Excellence: A Case forDeveloping America’s Talent regardingthe status of education for gifted andtalented students. In that report, itwas noted that, although substantialstrides had been made in providingeducational opportunities for giftedand talented students, the nation wasfacing a “quiet crisis” of unrealizedpotential with its youth. Althoughthe report emphasized that effectiveprograms for gifted and talented students may be found throughout the
Reading Instruction With Gifted and Talented Readerscountry, many high-ability studentsspend the majority of their school dayin general education classrooms wherethe curriculum is often unchallengingand instructional practices are gearedto average and below-average learners.This is clearly evident in the teachingof reading.With the current climate of educational accountability, high-stakes testing, and the No Child Left BehindAct of 2001 mandate to raise readingand math scores to proficiency levels,school districts are not as concernedwith instructional methods and curricula for students functioning at proficiency levels or above. In order to meetthe mandate, additional services, suchas afterschool tutoring, must be madeavailable to those students targetedfor intervention. District administrators often find they must reallocateresources in order to provide these services. In many states, this has meanteliminating or severely reducing otherprograms, such as those for gifted andtalented students.According to Tomlinson (2002),“there is no incentive for schools toattend to the growth of students oncethey attain proficiency, or to spur students who are already proficient togreater achievement, and certainly notto inspire those who far exceed proficiency” (p. 36). Because gifted andtalented readers have moved beyondthe proficiency level and because differentiating reading instruction is ademanding task, teachers are less likelyto spend time with their advancedreaders (Kingore, 2002). While differentiated instruction is common practice with struggling readers, researchfindings regarding classroom practicesand observations of gifted and averagestudents indicate that few modifications are made for the gifted studentsin heterogeneous general educationclassrooms (Reis et al., 2004). Itshould come as no surprise then thatTable 1Gifted and Talented Readers: Myths and TruthsMyth: Gifted and talented readers as a group are homogeneous and should receive the samereading instruction.Truth: Gifted and talented readers are a diverse group with varied intellectual, emotional,cultural, and linguistic differences. Although we would expect that the majority of advancedreaders are highly competent readers, there may be students who have gaps in reading skilldevelopment due to cultural or linguistic differences or who exhibit a specific learning disability. Similar to struggling readers, advanced readers should have an appropriately individualized program designed to meet their needs.Myth: Gifted and talented readers are experts at text comprehension.Truth: Most gifted and talented readers have highly developed comprehension skills,especially in comparison to their age peers. However, even advanced readers benefit frominstructional strategies for developing greater insights into the subtleties of literary selections, understanding nuances of meaning, and mastering advanced-level informationalcontent.Myth: Gifted and talented readers should be given complete control over their choice of readingmaterials.Truth: Choice in reading materials is one of the essential components of a reading programfor gifted and talented readers. It is important, however, for these students to be exposed toa wide range of genre, styles, and topics, and to learn how to discern good from mediocreliterature. Teacher guidance (prodding!) might be in order to broaden their repertoire of reading material.above-grade-level readers often are leftout of the reading instructional plan.Although current emphasis oninstruction for struggling readers isunderstandable and warranted, itmay lead to a potentially serious consequence: the lack of appropriate reading instruction for gifted and talentedreaders. One of two situations seemsprevalent: (a) reading practices andmaterials for gifted and talented readersare the same as those used with averagereaders (basal or grade-specific readingtextbooks with accompanying workbooks and skill-based worksheets),or (b) gifted and talented readers arerelegated to independent reading,with little or no teacher instruction orinput to stretch and challenge them.For high-ability readers, potentiallyundesirable outcomes of either situation may include stagnant readinggrowth, underachievement, boredom,low motivation for reading, or outright refusal to read.Myths and misconceptions aboundregarding gifted readers (see Table 1).Unfortunately, separating myth fromtruth has been a challenge for educators, leading to misunderstandingsabout who gifted readers are, whatthey need from a reading instructionalprogram, and how their needs best canbe addressed. Case in point:Consider Molly, one of the students in Mrs. Wyatt’s secondgrade. Molly has been readingsince age 3 when her parentsfirst realized she could read billboards, cereal boxes, and Dr.Seuss books. She started kindergarten with a backpack fullof her favorite books by PatriciaPolacco, Roald Dahl, and JanBrett. Now, at age 8, Mollyavidly reads classics, such as LittleWomen, The Secret Garden, andCharlotte’s Web. Molly is a giftedreader. Molly is also an enigmaon page ?to her continuedteacher. Becauseshe cangifted child today 19
Reading Instruction With Gifted and Talented ReadersTable 2Program Goals for ReadingInstruction With Gifted andTalented Readers Expose students to challenging readingmaterial Deepen reading comprehension skills Expand students’ metacognitive processesduring reading Develop critical reading, includinginterpretation and analysis of text Foster an appreciation of diverse,multicultural literature across multiple genre Provide opportunities for group discussionof selected texts Encourage creative reading behaviors,including writing and dramaticinterpretation Promote motivation and enjoyment ofreading through choice and self-selectionof textseasily read and comprehendtext at a fifth-grade level, therequisite second-grade readinginstructional strategies are inappropriate and unnecessary. Herteacher, who has not receivedtraining in ways to differentiate the reading curriculum foradvanced-level readers, is unsureof how to best provide readinginstruction for her gifted readers.Moreover, school district policyrequires that all elementary students must participate in basaltext activities, thus making it difficult for Mrs. Wyatt to excuseMolly and the other high-endreaders from basic instruction,even though their reading skillsare well beyond the second-gradebasal text.Gifted readers like Molly too oftenspend time in low-level reading activities, such as completing phonics worksheets and whole-group basal reading,neither of which offers opportunitiesfor challenge or growth in readingdevelopment. If, as we must assume, a20 summer 2008 vol 31, no 3reading program for gifted and talentedreaders should emphasize reading tolearn rather than learning to read, thenprogram goals should be differentiatedfrom those of beginning or strugglingreaders (see Table 2).Constructing a Sequenceof Auspicious Resultsfor Gifted and TalentedReadersTo date, there have been fewresearch studies regarding appropriate reading instructional programs forgifted and talented readers. However,gifted education experts advocatereading instructional practices, such ashomogeneous grouping, acceleration,and enrichment, in conjunction withopportunities for discussion, access tochallenging literature, and strategiesto foster critical, creative, and inquiryreading (Bonds & Bonds, 1983;Cassidy, 1981; Catron & Wingenbach,1986; Collins & Aiex, 1995; Dooley,1993; Labuda, 1985; Reis & Renzulli,1989).Figure 1 illustrates the key components of a reading program for giftedand talented readers. These key components include: Assessment: Use of inventories,checklists, and other instrumentsto assess reading level and studentreading interests. Grouping: Flexible grouping basedon reading level and studentinterests. Acceleration: Above-grade-level,advanced reading materials, oftenfaster paced, based on studentassessment data; easily accomplished through flexible groupingpractices. Enrichment: Interest-based readingthat extends and broadens readingopportunities. Opportunities for discussion: Formalor informal discussion of assignedor self-selected texts, such as literature or Socratic circles, bookchats, Junior Great Books, or bookclubs. Challenging literature: Readingmaterials with advanced vocabulary,sophisticated themes, and abstractor metaphorical concepts. Critical reading: Inferential andinterpretative reading, involving adeeper understanding of text. Creative reading: Imaginative,inventive response to text, throughwriting, performance, or divergentthought. Inquiry reading: Self-selected independent research project in which astudent investigates a real problemand presents findings to an authentic audience.One word of caution: Some teachers may assume that simply assigning challenging reading material togifted readers meets the requirementas an appropriate instructional practice. There is an important differencebetween assigning challenging literature and teaching students how to readchallenging literature.Homogeneous GroupingAbility grouping for readinginstruction has been a long-standingpractice in schools, with three ability groups (below average, average,and above average) as the traditionalgrouping strategy. The use of abilitygrouping in schools is a controversialtopic that continues to spark heateddebate. In the field of gifted education,proponents of grouping (Kulik, 1992;Rogers, 2002; Tieso, 2003) argue thatgrouping of gifted learners allows foreffective and efficient curriculum andinstruction for students who learn ata faster rate and who need broadened
Reading Instruction With Gifted and Talented Readersand extended content. Highly vocalopponents of tracking (Oakes, 1985;Sapon-Shevin; 1994; Slavin, 1991),the politically incorrect evil twin ofgrouping, contend that equity andequality of educational opportunitiessuffer when homogeneous groups areformed, and that all students’ needscan be met within heterogeneousclassrooms. According to Slavin, “thegreat majority of students can andshould learn together” (p. 69). Kulikdisagreed, citing studies that suggestgrouping combined with appropriate differentiated instruction maylead to substantial gains in academicperformance for highly able students.Furthermore, Kulik asserted that lessable students are not harmed by grouping strategies, noting that greater academic progress can be made when theyare placed in homogeneous groups inwhich instruction is tailored to theirspecific needs.Philosophical and political issuesaside, reading experts (NationalReading Panel, 2000) advocate theuse of grouping practices for readinginstruction for beginning, at-risk, andstruggling readers. In this sense, grouping can be regarded as an instructionalpractice necessary for reading achievement. Grouping allows for differentiation or modification of the readingprogram based on a student’s level ofcompetence and programming needs,which should be extended to includethe needs of advanced readers as well.For gifted and talented readers, flexible grouping offers a number of benefits and options: grouping based onreading interests, such as a literaturecircle or an author study; groupingwith either the teacher or another student as facilitator for activities suchas inquiry-based projects; or grouping based on like needs of studentsfor specific instruction with a strategyor skill. Regardless of the purpose forthe grouping, gifted readers prefer ryReadingComponents ofa
16 summer 2008 vol 31, no 3 To borrow from Lemony Snicket, myste- rious author of the book col-lection titled A Series of Unfortunate Events, if you are interested in articles with happy endings, you would be better off reading a different one . . . or
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inquiry-based instruction supported 5E learning cycle . In the instruction based on 5E learning cycle method, teaching and learning activities and lesson plans were designed to maximize students active involvement in the learning process. The topics included in the lesson plans were about the three units of fifth-grade sciences book; they included: hidden strangles (microbes, viruses, diseases .
