How to Teach Gifted Non-Readers
Differentiating Instruction for GT Students of All Ages
Nov 18, 2008
Although early reading – sometimes from toddlerhood or even infancy – is frequently an indication of extreme precocity, many intellectually gifted children will learn to read on pace or even later than their age peers.
Regardless of whether a gifted child's latent reading ability is a result of a learning disability, an unusual learning style or a lack of willingness – an appropriate educational plan will still provide the student with intellectually appropriate stories, language activities, and other learning challenges that are not related to reading level.
Differentiation of Instruction
Instructional differentiation, or the modification of instructional techniques to meet the needs of individual students, is a prudent classroom management strategy that is essential for gifted non-readers of any age. Although basic reading instruction should necessarily be a continued part of the gifted non-reader's education, other aspects of language development and learning – comprehension, vocabulary development, organization of ideas, figurative speech, and interpretation of data – should also be a priority.
Teachers can use a variety of strategies to engage gifted non-readers in content:
- Use Visual-Spatial Learning Strategies: Many highly gifted learners think in pictures and are able to visualize and understand larger concepts while initially missing details. These learners will often learn well using models, illustrations, building blocks, maps, drama activities, pictographs, and computer technology.
- Provide Auditory Input: Audio books geared toward student interests and intelligence level can allow students access to appropriately complex story lines and higher level vocabulary. Additionally, songs, rhymes, and even riddles or jokes can help to teach concepts. Students will ultimately be able to apply learned concepts to the written word when their reading level catches up with their intellectual ability.
- Utilize Kinesthetic Activities: Allow gifted non-readers to learn by doing. Participating in science experiments, completing puzzles, illustrating ideas, creating models, and engaging in other movement activities will provide input for students still learning to read.
Once they catch onto reading, it is not unusual for late-reading gifted students of any age to suddenly read all at once, moving from pre-reading skills to advanced comprehension in a matter of months. For this reason, teachers of gifted students should be ready with appropriately leveled reading content and flexible with instruction.
Assessment of Learned Standards in Non-Readers
Until a student is reading well enough for written assessments, it is important to use other modalities to evaluate learning not related to reading. For instance, a teacher may allow a gifted non-reader to give an oral presentation, create a visual aid to share with the class, create a story board, show the steps involved in a process, or even create a PowerPoint presentation with appropriate images.
For classroom management purposes, it may be helpful to bring in a parent or community volunteer to help differentiated instruction and assessment.
In the end, providing alternative teaching and differentiated assessment strategies will ensure that gifted non-readers will have appropriate learning challenges.
