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Direct linkMcClurg, Virginia M.; Codalata, Bonnie M.; Bell, Sherry M.; McCallum, R. Steve – Gifted Child Today, 2022
The psychometric integrity of a curriculum-based measure to screen for academic giftedness (Monitoring Instructional Responsiveness: Reading [MIR:R]) was evaluated by examining its ceiling, item gradient, and predictive capacity using 460 fourth grade students. Eighty fourth graders (17.39%) scored one standard deviation above the MIR:R mean. Ten…
Descriptors: Psychometrics, Screening Tests, Talent Identification, Academically Gifted
Download full textHaymon, Clarissa; Wilson, Andrea – Journal of Educational Research and Practice, 2020
Guided by the theory of differentiated instruction, this quantitative study evaluated the effectiveness of Achieve 3000, a technology-enhanced program for differentiating reading instruction. Achieve 3000 was fully implemented with fidelity in a local middle school that has a large percentage of advanced learners. Archived reading scores of 120…
Descriptors: Reading Instruction, Individualized Instruction, Program Effectiveness, Middle School Students
Cross, Tracy L.; Coleman, Laurence J.; Terhaar-Yonkers, Marge – Journal for the Education of the Gifted, 2014
A study of the effects of schooling on the social cognition of gifted adolescents is reported. A student attitude questionnaire (SAQ) exploring the cognitive behavioral strategies utilized to manage the stigma of giftedness was developed after conducting phenomenological interviews of fifteen gifted adolescents attending the Tennessee Governor's…
Descriptors: Academically Gifted, Social Cognition, Social Bias, Questionnaires
Bell, Sherry Mee; Taylor, Emily P.; McCallum, R. Steve; Coles, Jeremy T.; Hays, Elizabeth – Journal for the Education of the Gifted, 2015
From a sample of 1,242 third graders, prospective twice-exceptional students were selected using reading and math curriculum-based measures (CBMs), routinely used in Response to Intervention (RtI). These prospective twice-exceptional students were compared with non-twice-exceptional peers with similar strengths in either math or reading on CBMs…
Descriptors: Grade 3, Elementary School Students, Comorbidity, Academically Gifted
