Bibliography: Highly Gifted Children
Kearney, K.

This article is a bibliography compiled by Kathi Kearney. It contains information about highly gifted children and lists books and articles that will be of interest to parents and teachers alike. The citations cover a variety of topics.

Books & Book Chapters

DeHaan, R. F., and Havighurst, R. J. (1957/1961). The extremely gifted child. In R. F. DeHaan and R. J. Havighurst, Educating gifted children (pp. 295-319). Chicago: The University of Chicago Press.

Feldman, D. (1979). The mysterious case of extreme giftedness. In A. Harry Passow (Ed.), The gifted and the talented: Their education and development. 78th Yearbook of the National Society for the Study of Education, part I (pp. 335-351). Chicago: The University of Chicago Press.

Feldman, D. H., with Goldsmith, L. T. (1986). Nature's gambit: Child prodigies and the development of human potential. New York: Basic Books.

Feldman, R. D. (1982). Whatever happened to the Quiz Kids? Chicago: Chicago Review Press.

Gaunt, R. I. (1 9 89). A comparison of the perceptions of parents of highly and moderately gifted children. Unpublished doctoral dissertation, Kent State University, Kent, Ohio.

George, W. C., Cohn, S. J., & Stanley, J. C. (Eds.). (1979). Educating the gifted: Acceleration and enrichment. Baltimore, MD: Johns Hopkins University Press.

Gross, M. U. M. (1992). The early development of three profoundly gifted children of IQ 200. In P. S. Klein &. A. J. Tannenbaum (Eds.), To be young and gifted (pp. 94-138). Norwood, NJ: Ablex Publishing Corporation.

Gross, M. U. M. (1993) Exceptionally gifted children. London and New York: Routledge.

Grost, A. (1970). Genius in residence. Englewood Cliffs, NJ: Prentice-Hall.

Hayden, T. L. (1980). One child. New York: G. P. Putnam's Sons.

Hollingworth, L. S. (1942). Children above 180 IQ (Stanford-Binet): Origin and development. Yonkers-on-Hudson, NY: World Book Company.

Morelock, M. J., &. Feldman, D. H. (1991). Extreme precocity. In N. Colangelo & G. A. Davis (Eds.), Handbook of gifted education. Boston, MA: Allyn & Bacon.

Robinson, H. B. (1981). The uncommonly bright child. In M. Lewis and L. A. Rosenblum (Eds.), The uncommon child (pp. 57-81). New York: Plenum Press.

Webb, J. T., Meckstroth, E. A., & Tolan, S. S. (1982). Guiding the gifted child. Columbus, OH: Ohio Psychology Publishing Company.

Winner, E. (1996). Gifted Children: Myths and realities. New York: Basic Books.

Zorbaugh, H., Boardman, R. K., and Sheldon, P. (1951). Some observations of highly gifted children. In P. Witty (Ed.), The gifted child (pp. 86- 105). Boston: D. C. Heath.

Journal Articles

Boyer, A. (1989). Surviving the blessing. Understanding Our Gifted, 1 (3), 5, 17, 20.

Brown, M. M. (1984). The needs and potential of the highly gifted: Toward a model of responsiveness. Roeper Review, 6 (3), 123-127.

Carlton, S. (1992). Fitting a square peg into a round hole. Roeper Review, 15(l), 4-6.

Feldman, D. H. (1984). A follow-up of subjects scoring above 180 IQ in Terman's "Genetic Studies of Genius". Exceptional Children, 50 (6), 518-523.

Goldsmith, L. T. (1987). Girl prodigies: Some evidence and some speculations. Roeper Review, 10 (2), 74-82.

Gross, M. (1986, July/August). Radical acceleration in Australia: Terrance Tao. G/C/T, p. 2-11.

Gross, M. U. M., & Feldhusen, J. F. (1990). The exceptionally gifted child. Understanding Our Gifted, 2 (5), 1, 7- 10.

Hermann, K. E. (1982, November/December). Publicity and the prodigy. G/C/T, 60-61.

Hultgren, H. M. (1989). A case for acceleration. Understanding Our Gifted, 1 (3), 1, 8-10.

Kearney, K. (1989). Parenting highly gifted children: The challenges, the joys, the unexpected surprises. CAG Communicator, 19 (2), 10-12.

Kearney, K. (1992). Life in the asynchronous family. Understanding Our Gifted, 4(6), 1, 8-12.

Kline, B. E., and Meckstroth, E. A. (1985). Understanding and encouraging the exceptionally gifted. Roeper Review, 8 (1), 24-30.

Laibow, R. E. (1981, March/April). An open letter to the parents of extremely gifted children. G/C/T, p. 23-25.

Lewis, G. (1984). Alternatives to acceleration for the highly gifted child. Roeper Review, 6 (3), 133-136.

Moore, N. D. (1 9 82). The joys and challenges in raising a gifted child. G/C/T, Nov/Dec.

Morelock, M. J. (1992). Giftedness: The view from within. Understanding Our Gifted, 4(3), 1, 11-15.

Roedell, W. C. (I 984). Vulnerabilities of highly gifted children. Roeper Review, 6 (3), 127-130.

Silverman, L. K. (1989). The highly gifted. In J. F. Feldhusen, J. VanTassel- Baska, and K. R. Seeley (Eds.), Excellence in educating the gifted. Denver: Love.

Silverman, L. K., and Kearney, K. (1989). Parents of the extraordinarily gifted. Advanced Development Journal, 1 (1), 41-56.

Silverman, L. K., &. Kearney, K. (1992). The case for the Stanford-Binet LM as a supplemental test. Roeper Review, 15(l), 34-37.

Stanley, J. S. (1978). Educational non-acceleration: An international tragedy. G/C/T, 1(3), 2-5, 53-57, 60-63.

Tolan, S. (1985, November/December). Stuck in another dimension: The exceptionally gifted child in school. G/C/T, p. 22-26.

Tolan, S. (1989). Special problems of young highly gifted children. Understanding Our Gifted, 1 (5), 1, 7-10.

Tolan, S. S. (1992). Only a parent: Three true stories. Understanding Our Gifted, 4(3), 1, 8-10.

Tolan, S. S. (1992). Parents vs. theorists: Dealing with the exceptionally gifted. Roeper Review, 15(l), 14-18.

White, W. L. (1990). Interviews with Child I, Child J, and Child L. Roeper Review, 12 (3), 222-227.

White, W. L., & Renzulli, J. S. (1987). A forty year follow-up of students who attended Leta Hollingworth's school for gifted students. Roeper Review, 10, 89-94.

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The appearance of any information in the Davidson Institute's Database does not imply an endorsement by, or any affiliation with, the Davidson Institute. All information presented is for informational purposes only and is solely the opinion of and the responsibility of the author. Although reasonable effort is made to present accurate information, the Davidson Institute makes no guarantees of any kind, including as to accuracy or completeness. Use of such information is at the sole risk of the reader.

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