Abstract
What happens when students who are talented in reading and read two or
more grade levels above their chronological peers are placed in classrooms with
students who often read two grade levels below? What practices are regularly used to
challenge these students, and what types of instruction will enable them to make
continuous progress in reading as they move through the grades? What are the
ramifications of not enabling them to read at levels that will both engage and
challenge them? Over the last decade, we have been conducting research about this
population of readers and have witnessed, firsthand, the lack of challenge
encountered by many talented readers.