scholarly journals How Can Digital Personal(ized) Books Enrich the Language Arts Curriculum?

2017 ◽  
Vol 71 (3) ◽  
pp. 275-284 ◽  
Author(s):  
Natalia Kucirkova
Keyword(s):  
Language Arts ◽  
Language Arts Curriculum ◽  
Arts Curriculum

Elements to Include in the Language Arts Curriculum for Gifted Students

1988 ◽  
Vol 11 (2) ◽  
pp. 62-78 ◽  
Author(s):  
John D. McNeil
Keyword(s):  
Language Arts ◽  
Learning Environments ◽  
Gifted Students ◽  
The Family ◽  
New Directions ◽  
Language Arts Curriculum ◽  
Structured Teaching ◽  
Arts Curriculum ◽  
Curriculum Trends

Recent studies have revealed themes of giftedness that have implications for the curriculum in the language arts. These themes include the desire to know and inquire, the uses of play and imagination, the thrust toward coherence, the motivational ambience of the family, and the value of varied apprenticeships. Correlatively, trends in the language arts curriculum reflect the growing influence of the constructivists' theory of learning with its emphasis on active generality of meaning by students. These curriculum trends are propitious for the gifted who excel in learning environments characterized by independent activity and filling in the gaps left by incomplete and less structured teaching. This paper describes how new directions in the language arts curriculum match the themes of giftedness and suggest how gifted students can be helped to share their images and meanings through the language arts.

A Study of Language Arts Curriculum Effectiveness with Gifted Learners

1996 ◽  
Vol 19 (4) ◽  
pp. 461-480 ◽  
Author(s):  
Joyce Van Tassel-Baska ◽  
Dana T. Johnson ◽  
Claire E. Hughes ◽  
Linda Neal Boyce
Keyword(s):  
Language Arts ◽  
Persuasive Writing ◽  
Literary Analysis ◽  
Performance Tasks ◽  
Gifted Learners ◽  
Linguistic Competency ◽  
Language Arts Curriculum ◽  
Arts Curriculum ◽  
Advanced Readers ◽  
Classroom Use

This study of language arts curriculum effectiveness presents data that lend support to the utilization of the Integrated Curriculum Model (ICM) with high-ability learners in various grouping contexts. Significant growth gains were demonstrated in literary analysis, persuasive writing, and linguistic competency for seven experimental classes using a unit of study modelled on ICM. Implications for heterogeneous classroom use include concerns for lack of differentiation of reading selections for students not classified as advanced readers and the degree of abstraction contained in specific performance tasks.

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