The educational needs for academically gifted and talented learners (AGTLs) are often not met in public schools as much of schools’ resources are directed towards meeting minimum performance standards. During reading instruction, AGTLs require differentiation with curriculum and instructional strategies that provide purpose and authentication of reading instruction to prevent boredom, deepen their love for reading and broaden their interests, and encourage them to move from avid reading to critical reading. The purpose of this article is to describe several research-based strategies within each of these areas to assist educators with differentiated reading instruction for AGTLs.
Sharp, Laurie A. and Clemmer, Patricia (2015) "The Neglected Readers: Differentiating Instruction for Academically Gifted and Talented Learners" e-Journal of Balanced Reading Instruction 3(1), article 5. Available at http://digitalcommons.lsu.edu/jblri/vol3/iss1