Literacy and Graphic Communication: Getting the Words out

Autor/inn/en	Fletcher, Tina; Sampson, Mary Beth
Titel	Literacy and Graphic Communication: Getting the Words out
Quelle	In: Gifted Child Today, 35 (2012) 4, S.262-270 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1076-2175
DOI	10.1177/1076217512455475
Schlagwörter	Academically Gifted; Intervention; Literacy; Academic Achievement; Handwriting; Underachievement; Writing Skills; Reading + Suchen Sie Ihr Suchwort? Alphabetisierung; Schreib- und Lesefähigkeit; Schulleistung; Handschrift; Performance deficiency; Leistungsschwäche; Writing skill; Schreibfertigkeit; Leseprozess; Lesen
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. (Contains 5 figures and 1 table.) (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10