Literacy and graphic communication: Getting the words out

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dc.contributor.authorFletcher, Tina
dc.contributor.authorSampson, Mary Beth
dc.creator.orcidFletcher: https://orcid.org/0000-0002-9649-4249
dc.date.accessioned2019-04-01T14:59:53Z
dc.date.available2019-04-01T14:59:53Z
dc.date.issued2012-09-04
dc.description.abstractAlthough 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.en_US
dc.identifier.citationThis 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.en_US
dc.identifier.urihttps://hdl.handle.net/11274/11152
dc.identifier.urihttps://doi.org/10.1177/1076217512455475
dc.language.isoen_USen_US
dc.subjectDual differentiationen_US
dc.subjectGraphic outputsen_US
dc.subjectLiteracy developmenten_US
dc.subjectGiftednessen_US
dc.subjectHandwritingen_US
dc.titleLiteracy and graphic communication: Getting the words outen_US
dc.typeAbstracten_US

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