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Looking at Long-Term Effects of Early Reading and Numeracy Ability: A Glance at the Phenomenon of Giftedness

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  • Margrit Stamm

Abstract

This paper presents the results of a six-year longitudinal study. The focus of the study is preschool language and numeracy acquisition with specific reference to giftedness. Data were gathered from children entering school in 1995 who demonstrated high performance either in reading (precocious readers PR), numeracy (precocious mathematicians PM). or in both domains (precocious readers and mathematicians PRM). Selected findings are described in the context of a multidimensional giftedness model. Results indicate that first-graders who clearly showed accelerated reading and numeracy abilities demonstrate giftedness. These children, who were not formally instructed, showed self-initiative in language and numeracy acquisition. At the time of promotion into the secondary school in 2000. they were still among the best students in their class. The results of this study indicate that precocious reading and mathematical ability that develop true self-initiative may best predict future gifted behavior.

Suggested Citation

  • Margrit Stamm, 2003. "Looking at Long-Term Effects of Early Reading and Numeracy Ability: A Glance at the Phenomenon of Giftedness," Gifted and Talented International, Taylor & Francis Journals, vol. 18(1), pages 7-16, March.
    • Handle: RePEc:taf:ugtixx:v:18:y:2003:i:1:p:7-16
    DOI: 10.1080/15332276.2003.11673003
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