The present study investigated predictive factors of literacy achievement in third-grade students identified as gifted in rural schools. The sample consisted of 180 identified students in a total of eight districts, three of which were randomly assigned to the treatment condition and five of which were randomly assigned to the control condition. Students in the treatment condition received instruction with a place-based folklore unit of the Challenge Leading to Engagement, Achievement, and Results (CLEAR) curriculum, a language arts based curriculum designed to challenge gifted learners, in addition to an intervention promoting an incremental mind-set. Results of the present study indicated that prior achievement, mind-set, and gender were all statistically and practically significant predictors of literacy achievement for students identified as gifted in rural areas. A stronger incremental mind-set was associated with lower literacy achievement scores. Practical implications and recommendations, as well as limitations and directions for further research, were discussed.

中文翻译：

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农村学校资优儿童识字成绩的预测因素

本研究调查了农村学校被认定为有天赋的三年级学生识字成绩的预测因素。样本由总共 8 个地区的 180 名确定的学生组成，其中 3 名被随机分配到治疗条件下，其中 5 名被随机分配到控制条件下。治疗条件下的学生接受了以地方为基础的民俗单元的指导，即挑战导致参与、成就和结果 (CLEAR) 课程，这是一种旨在挑战天才学习者的基于语言艺术的课程，此外还有促进渐进思维的干预措施-放。本研究的结果表明，先前的成就、心态、和性别都是农村地区被认定为有天赋的学生识字成绩的统计和实际显着预测因素。更强的渐进心态与较低的识字成绩分数相关。讨论了实际意义和建议，以及进一步研究的局限性和方向。