This document discusses talented readers and strategies for challenging them. It notes that talented readers often read 2+ grades above level but receive little challenging instruction. It provides strategies for challenging talented readers, such as curriculum compacting, independent study projects, interest-based reading, and advanced questioning. The document also addresses the need to increase time spent reading in schools and evaluates a program called SEM-R that significantly improved reading fluency and comprehension by increasing time for independent reading.

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Elizabeth Fogarty

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Who Are
Talented Readers?
Are they being challenged?
Read early and at
advanced levels
Use advanced
processing in reading
Read with
enthusiasm and
enjoyment
Demonstrate
advanced language
skills (oral, reading,
written)
Talented Readers:
2+ grades ahead

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9
1
in
5
non-gifted read early
50%
of early readers go on
to be talented readers

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12
Mothers
with high
educational
levels

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13
Range in
socioeconomic
status
Talented readers receive
little challenging
instruction, instead doing
work that is simple and
redundant for them.
(Archambault et al., 1993; Reis et al., 2004; Reis, Westberg, Kulikowich, &
Purcell, 1998; Westberg, Archambault, Dobyns, & Salvin, 1993; Westberg et
al., 1998)

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Teachers knew what to
do……
they just could not find the
time, the help, or the
materials to do it well.

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17Photo credit to Mondo Educational Publishing
18
Photo credit to Mondo Educational Publishing
Reading Level = 3.8
Reading Level = 4.0
Reading Level = 3.6
Reading Level = 8.2
Reading Level = 3.4
Reading Level = 6.0
Regular Classroom Setting
RANGE = 4.8 Grade Levels

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19
Photo credit to Mondo Educational Publishing
Reading Level = 6.8
Reading Level = 7.0
Reading Level = 5.6
Reading Level = 8.2
Reading Level = 6.4
Reading Level = 6.0
Cluster Grouped Classroom
20Credit to Mrs.Van Dyke
https://ww2.kqed.org/mindshift/2017/04/03/four-strategies-that-promote-a-growth-mindset-in-struggling-readers/

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Which reading strategy
instruction is provided
to talented readers?
Reading Comprehension Strategies
Lower Level Higher Level
Decoding/Phonics Synthesizing
Slowing down/Rereading Making Inferences
Using pictures Making Connections
Knowledge Determining Importance
Other Visualizing
Questioning
Metacognition
Keene & Zimmerman, 1997; Harvey & Goudvis, 2000

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Prevalence of Lower and
Higher Level Strategy Instruction Observed in
Conferences
Reading Strategy
High Avg. Low χ2 (2)
Lower Level
Strategies
7 6 15 5.24
Higher Level
Strategies
7 12 25 11.77*
* p < .01, Cohen’s d = .86
Table 4.10 Chi-Square Goodness of Fit
What does
CHALLENGE
look like?

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Rate your self, school, or district on your
ability to get your Talented readers to…
Eagerly engage in reading-related activities
Apply previously learned literary concepts to new reading
experiences
Focus on reading for an extended period of time
Pursue advanced reading material
Demonstrate tenacity when posed with challenging reading
Show interest in reading other types of interest-based reading
materials
Few self-regulation
strategies
Get used to giving
minimal effort
Few advanced
reading strategies

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(Matusevich & O’Connor, 2008)
Environment
has qualitatively different academic environments
(more in-depth, complex and abstract concepts &
ideas).
1
(Matusevich & O’Connor, 2008)
Investigations
engages consistently in sophisticated
investigations of materials, texts, interactive
technologies and learning activities.
2

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(Matusevich & O’Connor, 2008)
Application
develops and applies deep understanding of
significant concepts, generalizations and
essential questions to problem finding and
problem solving.
3
(Matusevich & O’Connor, 2008)
No Limits
sets no pre-determined limits.
4

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Curriculum
Compacting
More complex
reading and writing
Independent study
and project
opportunities
Interest assessment
and interest-based
reading
opportunities
Acceleration
Independent
reading choices
Thematic
instructional
changes for talented
readers
Within class
grouping
Substitution of
regular reading
material with more
advanced trade
books
Independent writing
options
Advanced
questioning skills
and literary skills
Across class
grouping
1. Groups of no more than 8
2. Electronic devices must be
turned off (otherwise you recuse yourself)
3. Entries must be legible
4. Entries must include group name
5. Entries must include point wager
for each question

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Key Elements of
Student
Engagement in
Middle School
Literacy
Instruction
NCREL Quick Key Action Guide: Using Student Engagement to Improve Adolescent Literacy

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Character
Study

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POWER
Over teaching books
Under teaching books

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YALSA’s Teen Book Finder
Get the app!
From Cult of Pedagogy

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Make
picks
seem
elite
from @englishelixir!
50
Book
Buddy

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51
Level It

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Time Spent Reading in School
Study by John Goodlad in A Place Called School
Elementary 6%
Middle 3%
High 2%
TreatmentControl
Experimental Condition
40
30
20
10
MeanNumberofMinutesReadperClass
95% Confidence Intervals of Minutes Read
M = 35.68
minutes
M = 10.80
minutes
35.68
minutes
10.80
minutes

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Time to Read
SEM-R Results
Significant differences favoring the SEM-R treatment
group
Reading Fluency
Reading Comprehension

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SEM-R

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61
For more information, contact:
lizfogarty.weebly.com
foga0017@umn.edu
Thank you!