Trends in Reading Growth Between Gifted and Nongifted Students: An Individual Growth Model Analysis

• In Event: 18.062 - Predicting Growth, Achievement, and Creativity: Conceptual and Methodological Advances

Abstract

In this study, we use large-scale, longitudinal data to model the growth in student reading across 3rd, 4th, and 5th grade in three states using multi-level models for change (Singer & Willett, 2003) to fit individual growth models for students nested in schools and districts. Students who were identified as gifted had 3rd grade reading scores that were nearly a full standard deviation higher than their non-gifted peers. However, students identified as gifted showed reading growth that was either similar to, or slightly lower than, their non-gifted peers.

Authors

• Michael Shane Tutwiler, University of Rhode Island

• D. Betsy Mccoach, University of Connecticut

• Rashea Hamilton, University of Connecticut - Storrs

• Del Siegle, University of Connecticut