Speaking and listening: Key components of a complete language arts program for the gifted

Abstract

Speaking and listening are neglected areas of instruction that should be emphasized more in language arts classes and infused throughout the curriculum. Although all students can benefit from instruction in oral/aural communication, such instruction can still be part of a differentiated curriculum for the gifted by providing an expanded range of opportunity, faster paced instruction, replacement of basic skills instruction with more advanced activities, opportunities for self‐selection, indi‐vidualization, and personal evaluation. A recommendation is made to address gifted students’ needs through speaking and listening activities that emphasize cognitive and affective development.