Fletcher, TinaSampson, Mary Beth2019-04-012019-04-012012-09-04This 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.https://hdl.handle.net/11274/11152https://doi.org/10.1177/1076217512455475Although 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-USDual differentiationGraphic outputsLiteracy developmentGiftednessHandwritingAbstract