Abstract
Preschool children were administered a screening battery consisting of nine different cognitive tasks. The participants were tracked in the public school database. Based on the children's first-grade educational status, 2 groups were formed: one consisting of children who were in regular education and the other composed of children who were in the gifted/talented program. The children's preschool screening scores, summed over both the identification-tasks subset and the generating-tasks subset, enabled the identification of high-performing out-liers from the regular education sample who performed very well compared to the school-identified gifted sample. However, a majority of minority students among the high-performing outliers were only identified with the generating measure. The superior first-grade achievement performance of 5 of these 7 and the finding that 3 of the 7 had been placed in the gifted program in second grade, attested to the effectiveness of this measure for identifying cognitively gifted minority preschoolers.
| Original language | English |
|---|---|
| Pages (from-to) | 199-210 |
| Number of pages | 12 |
| Journal | Gifted Child Quarterly |
| Volume | 49 |
| Issue number | 3 |
| State | Published - Jun 1 2005 |
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ASJC Scopus subject areas
- Education
Cite this
Identifying cognitively gifted minority students in preschool. / Scott, Marcia Strong; Delgado, Christine.
In: Gifted Child Quarterly, Vol. 49, No. 3, 01.06.2005, p. 199-210.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - Identifying cognitively gifted minority students in preschool
AU - Scott, Marcia Strong
AU - Delgado, Christine
PY - 2005/6/1
Y1 - 2005/6/1
N2 - Preschool children were administered a screening battery consisting of nine different cognitive tasks. The participants were tracked in the public school database. Based on the children's first-grade educational status, 2 groups were formed: one consisting of children who were in regular education and the other composed of children who were in the gifted/talented program. The children's preschool screening scores, summed over both the identification-tasks subset and the generating-tasks subset, enabled the identification of high-performing out-liers from the regular education sample who performed very well compared to the school-identified gifted sample. However, a majority of minority students among the high-performing outliers were only identified with the generating measure. The superior first-grade achievement performance of 5 of these 7 and the finding that 3 of the 7 had been placed in the gifted program in second grade, attested to the effectiveness of this measure for identifying cognitively gifted minority preschoolers.
AB - Preschool children were administered a screening battery consisting of nine different cognitive tasks. The participants were tracked in the public school database. Based on the children's first-grade educational status, 2 groups were formed: one consisting of children who were in regular education and the other composed of children who were in the gifted/talented program. The children's preschool screening scores, summed over both the identification-tasks subset and the generating-tasks subset, enabled the identification of high-performing out-liers from the regular education sample who performed very well compared to the school-identified gifted sample. However, a majority of minority students among the high-performing outliers were only identified with the generating measure. The superior first-grade achievement performance of 5 of these 7 and the finding that 3 of the 7 had been placed in the gifted program in second grade, attested to the effectiveness of this measure for identifying cognitively gifted minority preschoolers.
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M3 - Article
AN - SCOPUS:23444453070
VL - 49
SP - 199
EP - 210
JO - Gifted Child Quarterly
JF - Gifted Child Quarterly
SN - 0016-9862
IS - 3
ER -