Predictive Factors of Literacy Achievement in Young Gifted Children in Rural Schools

Autor/inn/en	El-Abd, Maria; Callahan, Carolyn; Azano, Amy
Titel	Predictive Factors of Literacy Achievement in Young Gifted Children in Rural Schools
Quelle	In: Journal of Advanced Academics, 30 (2019) 3, S.298-325 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (El-Abd, Maria)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1932-202X
DOI	10.1177/1932202X19843238
Schlagwörter	Predictor Variables; Literacy; Reading Achievement; Elementary School Students; Academically Gifted; Rural Schools; Rural Education; Grade 3; Young Children; Prior Learning; Psychological Characteristics; Gender Differences; Place Based Education; Learning Motivation; Self Efficacy; Stereotypes; Environmental Influences; Curriculum; Intervention; Virginia + Suchen Sie Ihr Suchwort? Prädiktor; Alphabetisierung; Schreib- und Lesefähigkeit; Leseleistung; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Ländliche Erwachsenenbildung; School year 03; 3. Schuljahr; Schuljahr 03; Frühe Kindheit; Vorkenntnisse; Geschlechterkonflikt; Motivation for studies; Lernmotivation; Self-efficacy; Selbstwirksamkeit; Klischee; Environmental influence; Umwelteinfluss; Curricula; Lehrplan; Rahmenplan
Abstract	The present study investigated predictive factors of literacy achievement in third-grade students identified as gifted in rural schools. The sample consisted of 180 identified students in a total of eight districts, three of which were randomly assigned to the treatment condition and five of which were randomly assigned to the control condition. Students in the treatment condition received instruction with a place-based folklore unit of the Challenge Leading to Engagement, Achievement, and Results (CLEAR) curriculum, a language arts based curriculum designed to challenge gifted learners, in addition to an intervention promoting an incremental mind-set. Results of the present study indicated that prior achievement, mind-set, and gender were all statistically and practically significant predictors of literacy achievement for students identified as gifted in rural areas. A stronger incremental mind-set was associated with lower literacy achievement scores. Practical implications and recommendations, as well as limitations and directions for further research, were discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01