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GRINCH: __G__ifted __R__eaders __I__n __N__eed of __Ch__allenges According to Carol Tomlinson (2002), "there is no incentive for schools to attend to the growth of students once they attain proficiency, or to spur students who are already proficient to greater achievement, and certainly not to inspire those who far exceed proficiency" (p. 36). Because gifted and advanced readers have moved beyond the proficiency level and because differentiating reading instruction is a demanding task, teachers are less likely to spend time with their advanced readers (Kingore, 2002). While differentiated instruction is common practice with struggling readers, research findings regarding classroom practices and observations of gifted and average students indicate that few modifications are made for the gifted students in heterogeneous general education classrooms (Reis et al., 2004).

The intent of this wiki is to provide a place for teachers of gifted and advanced readers to share resources, lesson plans, strategies and even frustrations. It is our hope that you find support and encouragement as you strive to provide effective and efficient curriculum that ensures your gifted and advanced readers make continuous growth..