Literacy and graphic communication: Getting the words out

Date

2012-09-04

Authors

Fletcher, Tina
Sampson, Mary Beth

Journal Title

Journal ISSN

Volume Title

Publisher

Abstract

Although it may seem logical to assume that giftedness automatically equates with high academic achievement, research has shown that assumption is not always true especially in areas that deal with the communication of understanding and knowledge of a subject. If problems occur in graphic output venues that include handwriting, intervention programs do not typically meet the unique needs of the gifted learner. Therefore, this article explores ways to enhance the total literacy development of the gifted student through a discussion of varieties of graphic outputs and strategies.

Description

Article originally published in Gifted Child Today, 35(4), 262–270. English. Published Online 2012. https://doi.org/10.1177/1076217512455475

Keywords

Dual differentiation, Graphic outputs, Literacy development, Giftedness, Handwriting

Citation

This is the abstract for an article that is available at https://doi.org/10.1177/1076217512455475. Recommended citation: Fletcher, T., & Sampson, M. B. (2012). Literacy and graphic communication. Gifted Child Today, 35(4), 262–270. This item has been deposited in accordance with publisher copyright and licensing terms and with the author’s permission.