This instrument has enabled us to directly measure a larger constellation of academic language skills that go beyond academic
vocabulary and to offer direct evidence of
strong associations between these skills
and reading
comprehension (Phillips - Galloway, Stude, Uccelli, in press; Uccelli, Barr, Dobbs, Phillips - Galloway, Meneses, & Sánchez, 2015; Uccelli, Phillips - Galloway, Barr, Meneses, & Dobbs, 2015).
The following are common characteristics of gifted children, although not all will necessarily apply to every gifted child: • Has an extensive
and detailed memory, particularly in a specific area of interest • Has advanced
vocabulary for his or her age; uses precocious language • Has communication skills advanced for his or her age
and is able to express ideas
and feelings • Asks intelligent
and complex questions • Is able to identify the important characteristics of new concepts
and problems • Learns information quickly • Uses logic in arriving at common sense answers • Has a broad base of knowledge; a large quantity of information • Understands abstract ideas
and complex concepts • Uses analogical thinking, problem solving, or reasoning • Observes relationships
and sees connections • Finds
and solves difficult
and unusual problems • Understands principles, forms generalizations,
and uses them in new situations • Wants to learn
and is curious • Works conscientiously
and has a high degree of concentration in areas of interest • Understands
and uses various symbol systems • Is reflective about learning • Is enraptured by a specific subject • Has reading
comprehension skills advanced for his or her age • Has advanced writing abilities for his or her age • Has
strong artistic or musical abilities • Concentrates intensely for long periods of time, particularly in a specific area of interest • Is more aware, stimulated,
and affected by surroundings • Experiences extreme positive or negative feelings • Experiences a
strong physical reaction to emotion • Has a
strong affective memory, re-living or re-feeling things long after the triggering event