# data[].attributes.body
"Despite inconsistent identification processes that likely contribute to inadequate
student support and the underrepresentation of minority students, when it is provided, gifted education offers students opportunities to grow more rapidly toward
achieving their potential (Kuo et al., 2010)."

Matthews, M. S., & Rhodes, H. A. (2020). Examining identification practices and services for young advanced and gifted learners in selected North Carolina school districts. Journal of Advanced Academics, 31(4), 411–435. https://doi.org/10.1177/1932202X20908878

# data[].attributes.body
"Though more states are mandating dyslexia screening in the early grades, very few of the mandates require professional development of teachers (IDA, 2018)."

Gonzalez, M., & Brown, T. B. (2019). Early childhood educators’ perceptions of dyslexia and ability to identify students at-risk. Journal of Education and Learning, 8(3).

# data[].attributes.body
"We advocate that it is necessary for early childhood education teachers to understand the at-risk factors and
characteristics of dyslexia because lack of knowledge and misconceptions about dyslexia most likely can lead to
ineffective literacy intervention."

Reference
Gonzales, M. & Brown, T. (2019). Early childhood educator’s perceptions of dyslexia and ability to identify students at-risk. Journal of Education and Learning, 8(3), 1-12. https://doi.org/10.5539/jel.v8n3p1

# data[].attributes.body
"Differences in learning that occurred earlier in students’ lives also are likely

responsible for observed group mean differences in scores."

Reference:
Matthews, M. S., & Rhodes, H. A. (2020). Examining identification practices and services for young advanced and gifted learners in selected North Carolina school districts

Download Examining identification practices and services for young advanced and gifted learners in selected North Carolina school districts

. Journal of Advanced Academics, 31(4), 411–435. https://doi.org/10.1177/1932202X20908878

# data[].attributes.body
"We believed that if we could implement a good reading program in the early grades it would reduce the number of specialized intervention in later grades."

Siegel, L. S. (2020). Early identification and intervention to prevent reading failure: A response to intervention (RTI) initiative. The Educational and Developmental Psychologist, 37(2), 140–146. https://doi.org/10.1017/edp.2020.21

# data[].attributes.body
“The lack of a consensus definition of giftedness is also evident in the wide range

of state policies regarding students identified as gifted.”

References

Matthews, M. S., & Rhodes, H. A. (2020). Examining identification practices and services for young advanced and gifted learners in selected North Carolina school districts . Journal of Advanced Academics, 31(4), 411–435. https://doi.org/10.1177/1932202X20908878

# data[].attributes.body
"This difficulty also may be due to the common but mistaken belief we have observed anecdotally—that giftedness doesn’t show until students are older—which may prevent teachers from looking for or being aware of their students’ gifted potential or related behaviors."

Matthews, M. S., & Rhodes, H. A. (2020). Examining identification practices and services for young advanced and gifted learners in selected North Carolina school districts. Journal of Advanced Academics, 31(4), 411–435. https://doi.org/10.1177/1932202X20908878

# data[].attributes.body
"One of the most important lessons is that is it possible to identify children at risk for reading disabilities in kindergarten"

Siegel, L. (2020). Early identification and intervention to prevent reading failure: A response to intervention (RTI) initiative

Download Early identification and intervention to prevent reading failure: A response to intervention (RTI) initiative. The Educational and Developmental Psychologist, (37)2, 140-146

# data[].attributes.body
"The potential for these and other biases supports the need for policies that are designed thoughtfully to support equity in teachers’ implementation of gifted identification procedures."

Matthews, M. S., & Rhodes, H. A. (2020). Examining identification practices and services for young advanced and gifted learners in selected North Carolina school districts. Journal of Advanced Academics, 31(4), 411–435.

# data[].attributes.body
"Misperceptions about dyslexia are common, even among pre-service and in-service educators and their professors."

Gonzalez, M., & Brown, T. B. (2019). Early childhood educators’ perceptions of dyslexia and ability to identify students at-risk. Journal of Education and Learning, 8(3),

# data[].attributes.body
"Consistent with the findings of Wadlington and Wadlington’s (2005) work with pre-service and in-service elementary educators and their professors, the early childhood educators in this study held misconceptions about risk factors for dyslexia, as well as the efficacy of interventions at the preschool level."

Reference:
Gonzales, M. & Brown, T. (2019). Early childhood educator’s perceptions of dyslexia and ability to identify students at-risk. Journal of Education and Learning, 8(3), 1-12. https://doi.org/10.5539/jel.v8n3p1

# data[].attributes.body
"Consistent small group instruction to intensify instruction for students who needed it is critical for RTI to be successful. Targeted, systematic, explicit instruction, including teacher modeling, scaffolding of instruction, and ample opportunities for students to practice and respond, can result in improved achievement."

Reference:
Siegel, L. S. (2020). Early identification and intervention to prevent reading failure: A response to intervention (RTI) initiative. The Educational and Developmental Psychologist, 37(2), 140–146. https://doi.org/10.1017/edp.2020.21