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Gifted and Dyslexic: Identifying and Instructing the Twice-Exceptional Student

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Gifted and Dyslexic: Identifying and Instructing the Twice-Exceptional Student

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Gifted And Dyslexic.pdf | Powered by Box

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Gifted And Dyslexic.pdfSign upLog in 125%

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OAGC Coordinator's Division Presentation (2)

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Supporting Students Who Are Gifted: Using Effective Literacy Practices

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Supporting Students Who Are Gifted: Using Effective Literacy Practices

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Ohio Department of Education and Workforce Server

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Supporting Students Who Are Gifted: Using Effective Literacy Practices

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Ohio's Plan to Raise Literacy Achievement

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Ohio's Plan to Raise Literacy Achievement

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MTSS: Literacy Instruction for Gifted Learners

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MTSS: Literacy Instruction for Gifted Learners

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Twice-exceptionality unmasked: A systematic narrative review of the literature on identifying dyslexia in the gifted child

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Twice-exceptionality unmasked: A systematic narrative review of the literature on identifying dyslexia in the gifted child

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The Diamond Model A Unique Elementary RTI Model That Meets the Needs of All Learners Diamond Model 

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The Diamond Model A Unique Elementary RTI Model That Meets the Needs of All Learners Diamond Model 

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Meeting the Needs of Gifted Students Within an RtI Framework

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Meeting the Needs of Gifted Students Within an RtI Framework

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The Case for Content-Based Curriculum for Advanced Learners - Joyce VanTassel-Baska, 2023

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All advanced learners deserve a content-based curriculum that will challenge them to learn more deeply and more broadly, that will enable connections to differe…

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Bookend Instructional Structure with Explicit Vocabulary Routine

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Bookend Instructional Structure with Explicit Vocabulary Routine

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Vocabulary Planning- The Bookend Instructional Structure

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K-5 Small-Group Literacy Instruction: Sample Schedule and Activities

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Browse our library of evidence-based teaching strategies, learn more about using classroom texts, find out what whole-child literacy instruction looks like, and dive deeper into comprehension, content area literacy, writing, and social-emotional learning.

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The Ohio Department of Education aims to increase student achievement through improving language and literacy outcomes for all students. A successful language and literacy framework is built on five interrelated components-teacher capacity, shared leadership, multi-tiered systems of support, parent partnerships and community collaboration.

The Riverside Elementary Case Study examines how one building in Ohio turned around their literacy instruction to ensure that all children have the opportunity to learn to read.

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The Ohio Department of Education aims to increase student achievement through improving language and literacy outcomes for all students. A successful language and literacy framework is built on five interrelated components-teacher capacity, shared leadership, multi-tiered systems of support, parent partnerships and community collaboration.

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From 2004 to 2010, a team of researchers and teachers at FCRR collected ideas and created Student Center Activities for use in pre-kindergarten through fifth grade classrooms. The activities are designed for students to practice, demonstrate, and extend their learning of what has already been taught, sometimes with teacher assistance and sometimes independently. Students can complete the activities in small groups, pairs, or individually.

Accompanying these Student Center Activities is a Teacher Resource Guide that offers important insights on differentiated instruction and how to use the Student Center materials.

Component

Name of the reading component: Phonological Awareness (PA), Phonics (P), Fluency (F), Vocabulary (V), or Comprehension (C). Each component is color coded: PA is purple, P is orange, F is red, V is green, C is blue.

Subcomponent

Name of the reading subcomponent, which is a subskill of the component.

Activity Name

Activity Number

The letters correspond with the reading component (PA, P, F, V, or C). The numbers are listed in ascending order within each component. The activities are sequenced from simple to more complex within each component and subcomponent.

Student Icon

The suggested number of students for the activity. One student icon indicates that students may work independently or with a small group. Two student icons indicate that the activity requires students to work in pairs. Two student icons with a plus sign indicate that the activity requires two or more students.

Objective

States the goal of the activity, which is aligned with the subcomponent.

Materials

Materials are located on the pages that follow the Activity Plan. Most materials are non-consumable to be prepared and used repeatedly (e.g., word cards can be laminated). Some materials are consumable and will need to be duplicated for each student doing the activity. Other materials, such as counters, are commonly found in most classrooms.

Activity Statement

One sentence explanation of the purpose of the activity and what students do to complete the activity.

Activity Steps

The first step describes how to setup the center. The second step begins with: The student, Students, Working in pairs, or Taking turns depending on the number of students needed to complete the activity. The second step also starts the series of steps to complete the activity. The next steps explain what the student does to complete the activity. The last step lists one of three accountability methods: Self-check, Peer evaluation, or Teacher evaluation.

Example

A visual of the activity and key materials.

Extensions and Adaptations

Suggestions that extend or provide an adaptation for additional practice on the skill addressed in the activity. Materials for the extensions and adaptations are included after the pages that align to the Activity Plan.

Users may use the FCRR Student Center Activities resources as long as modifications are not made, the resources will only be used for non-profit educational purposes, and the copyright belong jointly to the Florida Department of Education and the Florida Center for Reading Research. These resources may not be used for any commercial purposes. These resources on our site may be linked to but not reposted, reproduced, modified, or copied to other sites. For questions about the use of these resources, please contact The Florida Center for Reading Research at fcrr@fcrr.org.

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From 2004 to 2010, a team of researchers and teachers at FCRR collected ideas and created Student Center Activities for use in pre-kindergarten through fifth grade classrooms. The activities are designed for students to practice, demonstrate, and extend their learning of what has already been taught, sometimes with teacher assistance and sometimes independently.

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RtI for Gifted Students: A CEC-TAG Educational Resource

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Amazon.com: RtI for Gifted Students: A CEC-TAG Educational Resource: 9781593634889: Coleman, Mary Ruth, Johnsen, Susan K.: Books

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Implementing RtI With Gifted Students: Service Models, Trends, and Issues

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Implementing RtI With Gifted Students: Service Models, Trends, and Issues

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Implementing RtI With Gifted Students shares how RtI can fit within the framework of gifted education programming models. This edited book will serve as a reference guide for those interested in learning more about RtI and how it might be effectively implemented to meet the needs of all gifted students. Chapters contributed by top gifted education experts focus on topics including tiered supports and services for gifted learners; screening, assessment, and progress monitoring; evidence-based practices; popular gifted education models that fit within a tiered framework; and diversity. Additional resources for schools include a self-assessment needs survey; guidelines for planning; forms, templates, and timelines for getting started; and rubrics for reviewing implementation fidelity and progress.

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Implementing RtI With Gifted Students: Service Models, Trends, and Issues

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Amazon.com: Implementing RtI With Gifted Students: Service Models, Trends, and Issues: 9781593639501: Johnsen Ph.D., Susan, Coleman Ph.D., Mary Ruth: Books

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Susan Tave Zelman, Superintendent of Public Instruction Marilyn Troyer, Senior Associate Superintendent for Educational Programs Jane Wiechel, Associate Superintendent Center for Students, Families and Communities Sandy VasuSarver, Executive Director Center for Students, Families and Communities…

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Assessments Approved for Gifted Identification and Prescreening 

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Assessments Approved for Gifted Identification and Prescreening 

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Integrating Gifted Education with MTSS for Optimal Reading Achievement Handouts

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Integrating Gifted Education with MTSS: Optimizing Reading Achievement (OAGC Fall 2024 Conference)

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Integrating Gifted Education with MTSS: Optimizing Reading Achievement (OAGC Fall 2024 Conference)

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Integrating Gifted Education with MTSS-  Optimizing Reading Achievement (4)

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Gifted Service and Staffing Report

The Department is required to post a report of the services offered to students identified as gifted by school districts in each of the following grade bands: K-3, 4-8, and 9-12. The Department is also required to report the number of licensed gifted staff employed or contracted by each school district.

Myths about Gifted Students

Developed by: Joy Sama, Michelle Watson, Dana Weber and Rachel Smethers-Winters
Myth: Gifted children will achieve without guidance.

Fact: Without appropriate guidance and support, gifted children may lose motivation or underachieve.

Myth: Gifted students are best served when tutoring others or when given larger quantities of work at average grade level.

Fact: When gifted students consistently tutor others, often they are not learning anything new. This can cause unhealthy self-esteem issues for both the tutored and the gifted student. Gifted children need a high degree of educational challenge, not more of an average level.

Myth: Gifted students are 'teacher pleasers,' are easy to teach, and will always make straight "As."

Fact: In order for gifted students to maintain high levels of achievement, teachers must make curricular adjustments, not just give 'more' work. Without appropriate modifications, gifted students may develop behavior problems. Gifted students will not always achieve, especially if unmotivated.

Knowing the Student: Other Considerations about Gifted Learners

Gifted students may experience specific social and emotional considerations:

Asynchronous development

Underachievement

Perfectionism

Twice-Exceptionality

Modify Instruction and Assessment

There are three ways to differentiate standards for gifted students: teaching advanced skills and using high quality, grade-appropriate content; teaching grade-level skills and using above-grade level content; and teaching advanced skills and using above-grade level content.

A Written Education Plan (WEP) is written for students receiving gifted services. This WEP provides:

Strategies

Acceleration

Concept Maps

Compacting

Problem-Based Learning

Tiered Assignments/Stations

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The Department is required to post a report of the services offered to students identified as gifted by school districts in each of the following grade bands: K-3, 4-8, and 9-12. The Department is also required to report the number of licensed gifted staff employed or contracted by each school district.

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Serving Highly-Skilled Readers_ Sample Data Set (1)

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NOBIDA Symposium 2025- Twice-Exceptional Learners- Nickerson Slides

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NOBIDA Symposium 2025- Twice-Exceptional Learners- Nickerson  Handouts

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Purposeful Assessment (enrichment case study)

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Purposeful Assessment (enrichment case study)

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Nickerson- Assessment Conference 2025- Literacy Assessment Unpacked (3)

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S3 E9: Supporting Gifted and Advanced Readers with Dr. Amanda Nickerson

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S3 E9: Supporting Gifted and Advanced Readers with Dr. Amanda Nickerson

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S3 E9: Supporting Gifted and Advanced Readers with Dr. Amanda Nickerson

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This week Kate is joined by Dr. Amanda Nickerson for a candid conversation about supporting gifted and highly advanced readers. Don’t miss this episode that highlights the value of advanced decoding and spelling instruction for skilled readers!
 

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TRT Podcast #219: Thoughtfully meeting the needs of advanced readers

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TRT Podcast #219: Thoughtfully meeting the needs of advanced readers

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Thoughtfully meeting the needs of advanced readers - with Dr. Amanda Nickerson

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TRT Podcast #219: Thoughtfully meeting the needs of advanced readers - with Dr. Amanda Nickerson Advanced readers often get overlooked. Dr. Amanda Nickerson helps us understand how we can nurture these students and help them

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Bridging Gifted Education and the Science of Reading,

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Bridging Gifted Education and the Science of Reading,

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Gifted Child Quarterly: Utilizing Advanced Decoding and Spelling Lessons to Accelerate Highly Skilled First-Grade Readers 

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Gifted Child Quarterly: Utilizing Advanced Decoding and Spelling Lessons to Accelerate Highly Skilled First-Grade Readers 