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Annotated Bibliography for Highly Gifted*

Assouline, S.G., Nicpon, M.F., and Doobay, A. (2009) “Profoundly Gifted Girls and Autism Spectrum .....Disorder: A Psychometric Case Study Comparison.” Gifted Child Quarterly, April; vol. 53, 2: pp. 89-105.

The article analyzes the assessment results of two profoundly gifted girls, one who has autism spectrum disorder, and one who does not, to reveal the differences between them. Although both girls have similar extremely high cognitive ability, significant distinctions emerge. These reveal the difference between social-emotional challenges associated with profoundly high intelligence and the psychological disabilities that can be addressed through understanding autism.

Caldwell, Sarah T. (1985) "Highly gifted preschool readers." Journal for the Education of the Gifted, Vol 8(2), .....Win, pp. 165-174.

This article looks at highly gifted pre-school children and their reading ability. The author provides scores and ideas for differentiating reading for younger students.

Feldman, D.H. (1993) “Child Prodigies: A Distinctive Form of Giftedness.” Gifted Child Quarterly, Fall,
.....vol. 37, 4: pp. 188-193.

The article distinguishes the child prodigy phenomenon as a unique type of giftedness that results in achievement concentrated in a specific area, like math or art. Feldman compares overall high ability and focused, unusual talent and asserts that high IQ does not adequately describe the distinction of prodigious intelligence.

Gross, Miraca U. M. (1999) “Small poppies: Highly gifted children in the early years.” Roeper
.....Review, 21:3, 207-214.

The article asserts the need for teachers to learn about the varying levels of giftedness and the special needs of the highly gifted, as well as interventions that specifically address their unique needs.

Gross, Miraca.U.M., and van Vliet, H.E. (2005) “Radical Acceleration and Early Entry to College:
.....A Review of the Research.” Gifted Child Quarterly, Spring; vol. 49, 2: pp. 154-171.

The article looks at international examples of radical acceleration and at specific case studies of acceleration. The authors assert that counseling and socialization strategies are key in facilitating successful results.

Guldemond, Henk; Bosker, Roel; Kuyper, Hans; van der Werf, Greetje. (2007) “Do highly gifted
.....students really have problems?” Educational Research and Evaluation, Vol 13(6), Dec, 2007. Special
.....issue: Current research on giftedness: International perspectives. pp. 555-568.

This article concerns a study of 4 different levels of gifted students, from above-average to highly gifted students, and analyzes whether there is a correlation between the level of giftedness and problems of underachievement, social interactions, attitudes towards school, etc. The article concludes that the only gifted category that shows some propensity towards increased problems is the mildly gifted category.

Howard, Robert W. “Linking extreme precocity and adult eminence: A study of eight prodigies international chess.”(2008) High Ability Studies, Vol 19(2), Dec, 2008. pp. 117-130

This article discusses child prodigies and the influence of early practice, then discusses the lack of a link between being a prodigy and becoming eminent. The study looks at the performance over time of eight prodigies and finds a link between early genius in chess and later prominence in winning.

Jackson, Susan P. and Peterson, Jean. (2004). “Depressive disorder in highly gifted adolescents.”
.....The Journal of Secondary Education, August, 14(3), p. 175-186.

Looking at two case studies, the authors analyze depressive disorders and how highly gifted children mask their symptoms.

Roedell, W. (1984) “Vulnerabilities of highly gifted children.” Roeper Review, Vol 6, No. 3, pp.

W. Roedell describes the specific vulnerabilities faced by highly gifted children. She concludes that a both awareness and support are necessary to address the special needs of highly gifted students.

Shavinina, L.V. (1999)“The Psychological Essence of the Child Prodigy Phenomenon: Sensitive
.....Periods and Cognitive Experience.” Gifted Child Quarterly, Winter; vol. 43, 1: pp. 25-38.

The article looks at historical explanations of the development of child prodigies and the sensitive time periods that result in high achievement. Tied to a child’s age, but specific to the individual, a prodigy experiences key times of growth where his/her potential results in unique achievements.

*Due to time constraints of doing all the other pages, I only have 10 articles for the annotated bibliography. Below are some other articles pertaining to the highly gifted:

Henshon, Suzanna E. “International, High-Ability Adventures: An Interview with Miraca Gross.” Roeper Review, Vol 29(2), Win, 2007. pp. 77-82.

Ferriman, Kimberley; Lubinski, David; Benbow, Camilla P. “Work preferences, life values, and personal views of top math/science graduate students and the profoundly gifted: Developmental changes and gender differences during emerging adulthood and parenthood.Journal of Personality and Social Psychology. Vol 97(3), Sep, 2009. pp. 517-532.

Kennedy, Dorothy M. “Glimpses of a highly gifted child in a heterogeneous classroom.” Roeper Review, Vol 24(3), Spr, 2002. Special issue: A quarter century of ideas on ability grouping and acceleration. pp. 120-124.

Lewis, Gail. “Alternatives to acceleration for the highly gifted child.” Roeper Review, Vol 24(3), Spr, 2002. Special issue: A quarter century of ideas on ability grouping and acceleration. pp. 130-133.

Lubinski, David; Webb, Rose Mary; Morelock, Martha J.; Benbow, Camilla Persson. “Top 1 in 10,000: A 10-year follow-up of the profoundly gifted.Journal of Applied Psychology. Vol 86(4), Aug, 2001. pp. 718-729.

Matthews, Michael S.; McBee, Matthew T. “School factors and the underachievement of gifted students in a talent search summer program.” Gifted Child Quarterly, Vol 51(2), Apr, 2007. pp. 167-181.

Neber, Heinz; Heller, Kurt A. “Evaluation of a summer-school program for highly gifted secondary-school students: The German Pupils Academy.” European Journal of Psychological Assessment, Vol 18(3), 2002. pp. 214-228.

Rovan, Daria; Vlahović-Štetić, Vesna. (2008) “Self-concept of high school students with various levels of mathematical giftedness.” Studia Psychologica, Vol 50(2), pp. 169-178.

Shaughnessy, Michael F.; Neely, Renee. “Parenting the prodigies: What if your child is highly verbal or mathematically precocious?” Creative Child & Adult Quarterly, Vol 12(1), Spr, 1987. pp. 7-20.

Winner, Ellen. “Exceptionally high intelligence and schooling.” American Psychologist. Vol 52(10), Oct, 1997. Special issue: Intelligence & Lifelong Learning. pp. 1070-1081.