The Relationship between Written Expression and Reading in Gifted Adolescents

Abstract

This study was designed to: evaluate the performance of 107 gifted adolescents on a test of written language ability; compare the written expression of subgroups of superior and adequate readers drawn from the gifted sample; and examine the intercorrelations among written language components and reading. The results revealed that the gifted children did not evidence written language deficits but performed less well on measures of creative writing than they did on mechanical aspects. The superior readers in the sample performed significantly better than the adequate readers in all aspects of writing except handwriting. Finally, with the exception of word usage skills, areas of reading and components of writing do not appear to be highly interrelated.