Gifted Early Readers’ Health Development and Well-Being: A Survey on Teachers’ Attitudes, Beliefs, Knowledge and Pedagogical Practices in the Regular Classroom
Main Article Content
Abstract
Children’s well-being at school has only recently attracted much attention, in particular when linked to school closure due to the COVID-19 pandemic, the assumption being that children feel well when being able to go to school. However, gifted early readers (i.e., those who have learned to read all by themselves and show good reading skills already at the beginning of primary education) are known to be rather bored in particular in reading lessons if their skills are not promoted according to their accelerated development and needs. Teachers’ lack of knowledge how to provide adequate support for gifted early readers has been linked to detrimental effects on these children’s development and may lead to their school underachievement at early and/or later stages of formal education.
In this paper, we aim to shed light onto teachers’ attitudes, beliefs, and knowledge when dealing with gifted early readers in primary school education to find out whether their pedagogical actions in a regular classroom are adequate to meet the gifted early readers’ needs.
In an online questionnaire, primary school teachers from Austria (N = 41) who had active experience with early readers were asked to respond to eleven subscales covering child-, teacher-, and school-related factors as well as pedagogical actions in relation to gifted early readers in primary school on a 5-point Likert-scale.
The results showed that teachers’ positive attitudes towards children’s advanced skills and beliefs were child-oriented and supportive in general and that they were interested in the child’s competences and reading habits. Their actions were in general not inducing bullying. However, their pedagogical actions did not seem to meet the children’s needs what might be due to a lack of specific knowledge about gifted children, and early readers in particular.
Teachers in primary school need professional development opportunities such as training courses for the gifted early readers in order to gain more in-depth knowledge about these children’s needs and how these can be met with adequate pedagogical actions in the regular classroom, how their skills and knowledge can be best promoted to grant healthy development and to prevent boredom, bullying and academic underachievement.
Article Details
How to Cite
FESTMAN, Julia.
Gifted Early Readers’ Health Development and Well-Being: A Survey on Teachers’ Attitudes, Beliefs, Knowledge and Pedagogical Practices in the Regular Classroom.
Medical Research Archives, [S.l.], v. 11, n. 8, sep. 2023.
ISSN 2375-1924.
Available at: <https://esmed.org/MRA/mra/article/view/4355>. Date accessed: 13 may 2024.
doi: https://doi.org/10.18103/mra.v11i8.4355.
Section
Research Articles
The Medical Research Archives grants authors the right to publish and reproduce the unrevised contribution in whole or in part at any time and in any form for any scholarly non-commercial purpose with the condition that all publications of the contribution include a full citation to the journal as published by the Medical Research Archives.
References
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2. Ren C. An analysis on primary and secondary education status during the Pandemic in England, UK. J Educ Hum Soc Sci. 2023;8:2266-2270.
3. Lehwald G. Motivation trifft Begabung: Begabte Kinder und Jugendliche verstehen und gezielt fördern. Hogrefe; 2017.
4. Renzulli JS. The enrichment triad model: A plan for developing defensible programs for the gifted and talented. Gift Child Q. 1977;21(2):227-233.
5. Watters JJ, Diezmann CM. Optimizing activities to meet the needs of young children gifted in mathematics and science. In: Rillero P, Allison J, eds. Creative childhood experiences: Projects, activity series and centers for early childhood education. ERIC/Clearinghouse for Science, Mathematics and Environmental Education; 1997:143-170.
6. Turan F, Gül G. Early Precursor of Reading: Acquisition of Phonological Awareness Skills. Educ Sci Theory Prac. 2008;8(1):279-284.
7. Ecalle J, Dujardin E, Labat H, Thierry X, Magnan A. Profiles of learner readers and their early literacy skills and environmental predictors: a large-scale longitudinal study from preschool to grade 1. Front Educ. 2023;8:1189046.
8. Schneider W. Lesen und Schreiben lernen: Wie erobern Kinder die Schriftsprache?. Springer; 2017.
9. Dooley C. The challenge: Meeting the needs of gifted readers. Read Teach. 1993;46(7):546-551.
10. Sankar-DeLeeuw N. Teachers' identification of gifted and talented students: An empirical study of instructional practice. J Educ Gift. 2009;32(2):222-253.
11. Wagner RK, Torgesen JK, Rashotte CA, Hecht SA, Barker TA, Burgess SR, Donahue J, Garon T. Changing relations between phonological processing abilities and word-level reading as children develop from beginning to skilled readers: A 5-year longitudinal study. Dev Psychol. 1997;33:468-479.
12. Rowe ML. Child-directed speech: relation to socioeconomic status, knowledge of child development and child vocabulary skill. J. Child Lang. 2008;35:185-205.
13. Rowe ML, Raudenbush S, Goldin-Meadow S. The pace of vocabulary growth helps predict later vocabulary skill. Child Dev. 2012;83:508-525.
14. Lonigan CJ. Emergent literacy skills and family literacy. In Wasik BH, ed. Handbook of family literacy. Lawrence Erlbaum; 2004:57-81.
15. Umek LM, Podlesek A, Fekonja U. Assessing the home literacy environment: relationships to child language comprehension and expression. Eur J Psychol Assess. 2005;21:271-281.
16. Jung JY, Jackson RL, Townend G, McGregor M. Equity in gifted education: The importance of definitions and a focus on underachieving gifted students. Gift Child Q. 2022;66(2):149-151.
17. Bevan-Brown J. Gifted and talented Maori learners. In: Moltzen R, ed. Gifted and talented: New Zealand perspectives. 3rd ed. Pearson; 2011:82-110.
18. Heyder A, Bergold S, Steinmayr R. Teachers’ Knowledge About Intellectual Giftedness: A First Look at Levels and Correlates. Psychol Learn Teach. 2018;17(1):27-44.
19. Gagné F. The DMGT: Changes within, beneath, and beyond. Talent Dev & Exc. 2013;5(1):5-19.
20. Gagné, F. Academic talent development programs: A best practices model. Asia Pacific Educ Rev. 2015;16:281-295.
21. Gagné, F. Differentiating Giftedness from Talent. The DMGT Perspective on Talent Development. Routledge; 2021.
22. Moltzen R. Characteristics of gifted children. In: Moltzen R, ed. Gifted and talented: New Zealand perspectives. 3rd ed. Pearson; 2011:54-81.
23. Cukierkorn JR, Karnes FA, Manning SJ, Houston H, Besnoy K. Recognizing giftedness: Defining high ability in young children. Dim early childhood. 2008;36(2):3-13.
24. Reis SM, Gubbins EJ, Briggs CJ, Schreiber FJ, Richards S, Jacobs J K, Renzulli JS. Reading Instruction for Talented Readers: Case Studies Documenting Few Opportunities for Continuous Progress. Gift Child Q. 2004;48(4):315-338.
25. Kyed O. Hochbegabt. Der Ratgeber für Eltern. Herder; 2018.
26. Gross MUM. Exceptionally gifted children. Routledge; 1993.
27. Karadağ F, Demirtaş, VY. Early Literacy Skills of Gifted Children in Preschool. J Buca Fac Educ. 2022;53:212-223.
28. Stamm M. Lernentwicklungen von Frühlesern und Frührechnerinnen: Ausgewählte Ergebnisse einer Schweizer Langzeitstudie zur Kompetenzstruktur im Kontext von Hochbegabung. Z Erziehwiss. 2004;7:395-415.
29. Amini M. Identifying stressors and reactions to stressors in gifted and non-gifted students. Int Educ J. 2005;6:136-140.
30. Lee SY, Olzewski-Kubilius P, Turner Thomson D. Academically gifted students’ perceived interpersonal competence and peer relationships. Gift Child Q. 2012;56(2):90-104.
31. Vogl K, Preckel F. Full-time ability grouping of gifted students: Impacts on social self-concept and school-related attitudes. Gift Child Q. 2014;58(1):51-68.
32. Cash TN, Lin TJ. Psychological well-being of intellectually and academically gifted students in self-contained and pull-out gifted programs. Gift Child Q. 2022;66(3):188-207.
33. Bergold S, Wirthwein L, Steinmayr R. Subjective well-being of intellectually gifted children and adolescents. In: Gonzalez-Burgos I, ed. Psychobiological, Clinical, and Educational Aspects of Giftedness. Nova Science; 2018:143-165.
34. Gross MUM. Social and emotional issues for exceptionally intellectually gifted students. In: Neihart M, Reis SM, Robinson NM, Moon SM, eds. The social and emotional development of gifted children: What do we know? Prufrock; 2002:19-30.
35. Nansel TR, Overpeck M, Pilla RS, Ruan WJ, Simons-Morton B, Scheidt P. Bullying behaviors among US youth: Prevalence and association with psychosocial adjustment. Jama. 2001;285 (16):2094-2100.
36. Hensley V. Development and Psychometric Evaluation of the Healthcare Provider’s Practices, Attitudes, Self-confidence, & Knowledge Regarding Bullying Questionnaire. Med Res Arch. 2015;2(10).
37. Peterson JS, Ray KE. Bullying and the gifted: Victims, perpetrators, prevalence, and effects. Gift Child Q. 2006;50:148-168.
38. Papadopoulos D. Parenting the Exceptional Social-Emotional Needs of Gifted and Talented Children: What Do We Know? Children. 2021;8:953.
39. Scrabstein JC, Merrick J. Bullying is Everywhere: An Expanding Scope of Public Health Concerns. Int J Adolesc Med Health. 2012;24:1.
40. Vidergor HE, Azar Gordon L. The case of a self-contained elementary classroom for the gifted: Student, teacher, and parent perceptions of existing versus desired teaching–learning aspects. Roeper Rev. 2015;37(3):150-164.
41. Kulik JA, Kulik CLC. Meta-analytic findings on grouping programs. Gift Child Q. 1992;36(2):73-77.
42. Feldhusen JF, Wyman AR. Super Saturday: Design and implementation of Purdue's special program for gifted children. Gift Child Q. 1980;24(1):15-21.
43. Maker C. Curriculum development for the gifted. Aspen; 1982.
44. Sicola PK. Where do gifted students fit? An examination of middle school philosophy as it relates to ability grouping and the gifted learner. J Educ Gift. 1990;14(1):37-49.
45. van der Meulen RT, van der Bruggen CO, Spilt JL, Verouden J, Berkhout M, & Bögels SM. The pullout program day a week school for gifted children: Effects on social-emotional and academic functioning. Child Youth Care Forum. 2013;43(3):287-314.
46. Preckel F, Vock M. Hochbegabung. Ein Lehrbuch zu Grundlagen, Diagnostik und Fördermöglichkeiten. 2nd rev ed. Hogrefe; 2021.
47. Rost DH, Hanses P. Wer nichts leistet, ist nicht begabt? Zur Identifikation hochbegabter Underachiever durch Lehrkräfte. Z Entwicklungspsychol Päd Psychol. 1997;29 (2):167-177.
48. Morisano D, Shore BM. Can personal goal setting tap the potential of the gifted underachiever? Roeper Rev. 2010;32(4):249-258.
49. Callahan C. Evaluating learner and program outcomes in gifted education. In: Karnes FA, Bean SM, eds. Methods and materials for teaching the gifted. Prufrock; 2001:253-300.
50. Gali GF, Fakhrutdinov BI, Shakhnina IZ, Zagladina EN. School problems in the education and development of gifted children: Psychological aspect. Hum Soc Sci Rev. 2019;7(4):410-415.
51. White S, Graham L, Blaas S. Why do we know so little about the factors associated with gifted underachievement? A systematic literature review. Educ Res Rev. 2018;24:55-66.
52. Abu-Hamour B, Al-Hmouz H. A study of gifted high, moderate, and low achievers in their personal characteristics and attitudes toward school and teachers. Int J Spec Educ. 2013;28:5-15.
53. Figg SD, Rogers KB, McCormick J, Low R. Differentiating low performance of the gifted learner: Achieving, underachieving, and selective consuming students. J Adv Acad. 2012;23:53-81.
54. Schick H, Phillipson SN. Learning motivation and performance excellence in adolescents with high intellectual potential: What really matters? High Abil Stud. 2009;20:15-37.
55. Reis SM, Renzulli JS. The assessment of creative products in programs for gifted and talented students. Gift Child Q. 1991;35(3):128-134.
56. Rinn AN, Plucker JA, Stocking VB. Fostering gifted students' affective development: A look at the impact of academic selfconcept. Teach Except Child Plus. 2010;6:2-13
57. Clark B. Growing up gifted: Developing the potential of children at home and at school. 7th ed. Pearson Prentice Hall; 2008.
58. Obergriesser S, Stoeger H. The role of emotions, motivation and learning behavior in underachievement and results of an intervention. High Abil Stud. 2015;26:167-190.
59. Wieczerkowski W, Prado TM. Spiral of disappointment: Decline in achievement among gifted adolescents. Eur J High Ability. 1993;4(2):126-141.
60. Wais M. Hilfe - ich bin hochbegabt!: mit schlauen Füchsen unterwegs. Info3-Verlag; 2019.
61. Fakhrutdinova E, Fakhrutdinova A, Severyanov, O. The transformation of educational approaches at the time of social and economical changes. World Appl Sci J. 2013;27(13):15-19.
62. Glock S, Krolak-Schwerdt S. Stereotype activation versus application: How teachers process and judge information about students from ethnic minorities and with low socioeconomic background. School Psychol Educ: Intern J. 2014;17(4):589-607.
63. Matthews NL, Ly AR, Goldberg WA. College students’ perceptions of peers with autism spectrum disorder. J Autism Dev Disord. 2015;45(1):90-99.
64. Norwich B, Kelly N. Pupils’ views on inclusion: Moderate learning difficulties and bullying in mainstream and special schools. Br Educ Res J. 2004;30(1):43-65.
65. Thomson MM. Labelling and self-esteem: Does labelling exceptional students impact their self-esteem? Br J Learn Support. 2012; 27(4):158-165.
66. Green SE. Components of perceived stigma and perceptions of well-being among university students with and without disability experience. Health Soc Rev. 2007;16(3-4):328-340.
67. Clark JK, Thiem KC, Kang S. Positive stereotype validation: The bolstering effects of activating positive stereotypes after intellectual performance. Pers Soc Psychol Bull. 2017;43(12):1630-1642.
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