Educating Verbally Gifted Youth - Fastback 176 - Program for Verbally Gifted Youth

Sep 2, 2026

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Designed to help educators recognize and support the verbally talented student, this fastback presents research-based ways to identify gifted learners and develop responsive programs. It reviews multiple identification models used in reading, writing, foreign languages, and other curriculum areas, then focuses on the Johns Hopkins Program for Verbally Gifted Youth, highlighting writing and etymologies components. It provides implementation guidance, including student selection criteria, teacher qualifications, administrative roles, teacher selection requirements, and needs for long-range planning, with appendixes listing achievement tests and a creative-writing teacher checklist.

LanguageEnglish

CategoryExam

FormatPDF

Pages44

Reading Time1 h 51 min

AccessFree to download

Table of Contents

Verbal Talent: A National Resource

Searching for Verbal Talent: The Models

A Model Program: The Johns Hopkins Program for Verbally Gifted Youth

Implemening Program for be Verall,Gifted

Selecting Teachers for yrbally.Cifted Youth

Long-ranige Planning and Guidance

Conclusion

Appendix A: Achievement Tests

portunity to relate"activities in the special program to the regular.school program The ideal situation would be td·have an intensivesumme program followed by (onunuing(lasses once or more a weekduring the academic year. In Baltmore City there are special p ms in some schools opento enrollrents from afl over the(1ty.At the elementarylevel one largeschool building houses a citywide gifted and talented education pro-gram(GATE)for students in kindergarten through the sixth grade Inthis program it is possible to group and fegroup students across gradesby ability and interest for regular classes and for specal course offer.ings In 1981 a senior teacherat the schooldevelopedsome minicoursesfor the upper-grade students on various aspects of writing using thePVGY writng seminars model In this setting scheduking is flexibletransportatton problems are eliminated,and ,there are manyopportunities to relate the writing activties to other aspects of theschool currculum,sych as a career education minicourse injournalismsuch In 1971 the state of IIlinois establisHed nine regional centers,staffedby twoprofessionals,toprovide technical assistance tolocalschool sys-temsfor edúcation programs for gifted students.In 1977 a pilot projectreplicated the,Johns Hopkins TaLent Search model in one servicecenter andexpanded t tothe entre state in 1978.The School College ·and Ability Test is used instead of the SAT.n 1979 a course in Latinwas offered to gifted seventh-graders in one area resource center.Stu-dents were able to complete the equrvalerst of a first-year high schoolLatin course in onily 26 sessions. In Delaware,the State Drepartment of Instrucuon condicts inten-sive summqcourses in two locations in the state.Typically,the pro-grams'are for commuters.The courses'for the verbally gifted are basedon the expository writing model developed by PVGY Bnke University and Arizona State University have both developedresidential summer programs offering a variety of courses in thehumanties."For example,Duke offered expository writing andGerman At Arizona State courses aré offered in expository writung,vocabulary development,and mythologial themes throughout thehumanities. 1 DOCUMENT RESUME / .cs 006593 ED 214160 3 AUTHOR Fox,'Lynn H.;Durden,William G. Educating Verbally Gifted Youth.Fastback176. TITLE INSTITUTION ‘Phi Delta Kappa,Educational Foundation,Bloomington,Ind. ISBN-0-87367-176-7 REPORT NO- PUB DATE 82 43p,;Spon sored by the Johns Hopkins UniversityChapter. NOTE, AVAIEABLE FROM Phi-Delta Kappa,Eighth &Union,BOx 789,Bloomington,IN 47402($0.75 non-member,$0.60member). # EDRS -PRICE MF01/PC02 Plus Postage. # DESCRIPTORS *Academically Gifted;*Creative Development; Elementary Secondary Education;Program'Descriptions;Reading Skills;Speech Communication;Speech Skills;*Student Needs;*Talent·Development;*TalentIdentification;Teacher Selection;*Verbal Ability;Writing Skilis. ) # ABSTRACT Notang that schools have long neglected the'verballytalented student,this booklet is designed to stimulate educatorsfirst to,identify suchstudents and then to develop programs thatwill meet their needs.The·first section of the booklet revziews anumber of models that have been used to identify students gifted inreading;writing,foreign'languages,and other curriculum areas.Thesecond section discusses the Johns Hopkins Program for VerballyGifted youth,emphasizing its writing"and etymologies components.Thethird section 'provides guidelines for implementing programs for theverbally gifted,including student selection criteria,teacherqualifications,and administrative roleg.The fourth section setsforth.criteria for selecting teache'rs"Eor the program and·lists thecharacteristics that are desirable cuch teachers.The finalsection of the booklet stresses theWeed for 'long-range planning andeedguidance for students in gifted programs.Appendixes contain lists..ofachievement tests that.may be 'used to identify gifted stu

FAQs

What is the main purpose of this fastback on verbally gifted youth?

It helps educators identify verbally talented students and design programs that meet their needs.

Which identification models and subject areas are discussed?

The booklet reviews models used to identify gifted students in reading, writing, foreign languages, and other curriculum areas.

What key components are emphasized in the Johns Hopkins program?

The Johns Hopkins Program for Verbally Gifted Youth emphasizes writing and etymologies.

What guidance does the booklet provide for implementing and staffing programs?

It covers student selection criteria, teacher qualifications, administrative roles, and criteria for selecting teachers, including desired teacher characteristics.

Sep 2, 2026

Upload by Levi