Research & Evaluation

Combined Concurrent

Trends in Reading Growth between Gifted and Non-Gifted Students

Friday, November 10
8:20 AM - 8:40 AM
Location: 213 D

We present results from a study using large-scale, longitudinal data to model the growth in student reading across 3rd, 4th, and 5th grade in three states. Our analyses demonstrate that gifted students’ rate of reading growth is similar to or slower than that of their non-gifted peers. Also, gifted students who are disadvantaged tend to score slightly lower than gifted reference students. However, this difference is small in magnitude when compared to the difference between disadvantaged gifted students and their non-disadvantaged gifted peers or when compared to the difference between non- disadvantaged gifted students and their non-disadvantaged, non-gifted peers. We share implications of these results for gifted programming.

Del Siegle

Associate Dean for Research and Faculty Affairs
University of Connecticut

Del Siegle is Director of the National Center for Research on Gifted Education (NCRGE) and Associate Dean for Research and Faculty Affairs in the Neag School of Education at the University of Connecticut. He is a past president of the National Association for Gifted Children (NAGC), past president of the Montana Association of Gifted and Talented Education (Montana AGATE), and past chair of the Research on Giftedness, Creativity, and Talent SIG of the American Educational Research Association (AERA). He was a founding co-editor of the Journal of Advanced Academics and recently finished a term as co-editor of Gifted Child Quarterly. Dr. Siegle is co-author of the 6th and 7th editions of Education of the Gifted and Talented. He is also author of The Underachieving Gifted Child: Recognizing, Understanding, & Reversing Underachievement. In 2016, he received the Palmarium Award, which is given yearly to the individual most exemplifying the vision of a future in which giftedness will be understood, embraced, and systematically nurtured throughout the nation and the world. Prior to becoming a professor, Del worked with gifted and talented students in Montana

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Rashea Hamilton

Research Scientist
University of Connecticut

Rashea Hamilton is a researcher whose work focuses on issues addressing access and equity across the educational pipeline. She has over 10 years of research experience related to at-risk populations. Her primary areas of expertise include social inequality, parental engagement and quantitative methodology. Previously, she served as a researcher for the John Glenn School of Public Affairs at the Ohio State University where she worked on a state-level research initiative to enhance the quality and value of higher education. She also served as an instructor for Ohio State’s Quantitative Research, Evaluation and Methodology program and as an evaluator for Education Northwest in Portland Oregon.

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