What’s+New+in+Young+Adult+Literature+A+Preview+of+the+2011+Edition

A Presentation Given at
The Denver Public School Highly Gifted and Talented Summer Institute Denver, Colorado

Mississippi University for Women
Mancos, Colorado One of the things that I enjoy most about working with gifted students is sharing their joy of reading. Many, if not most, gifted students are highly motivated readers. For younger gifted learners, their reading may well become their major coping strategy. Through their reading, they learn to deal with a world that is not equipped to deal with gifted persons and that is often hostile to the gifted. If we appropriately challenge our young gifted readers, they will use their self-directed reading to extend their own knowledge bases, to enhance their own skills, and to develop their capabilities in areas of advanced learning. Guiding gifted learners in their learning is both important and necessary. Guiding the young gifted in their //reading// is perhaps even more crucial. Since these students are usually proficient and highly motivated readers, their reading needs and reading instruction are often overlooked or dismissed as “They can handle it on their own.” It is our responsibility to guide our young gifted students into positive reading experiences. In this session, we will review the reading needs of young gifted learners and provide suggestions to help strengthen and motivate these learners in their reading.

**Goals of this session:** 1. To identify the characteristics of the young gifted reader; 2. To suggest approaches and strategies that will involve gifted readers in a variety of responses to their reading. //3.// To review current literature that we find appropriate for young gifted readers. //[As Time Allows]//

**Characteristics of the Young Gifted Reader:**

1. They have a passion for reading; 2. They learn to read earlier often spontaneously in preschool; 3. They learn to read independently soon after classroom instruction begins; 4. They read better (advanced reading abilities) and at a faster rate; 5. They read materials beyond the norm for their age; 6. They have an advanced and large vocabulary; 7. They require less drill – **if any** – to master techniques of the reading process; 8. They read longer; 9. They read a greater variety of literature; 10. Their reading interests differ considerably from their age group; 11. They are more likely to branch out from realistic fiction to fantasy, historical, fiction, and biography. 12. They continue to be voracious readers into senior high and adulthood;

From my “Quick” Review of the Literature: Halsted: 2009; Gross: 1994; Hawkins: 1983; Whitehead: 1984

**Where do we go from here?**

1. The verbal characteristics of gifted children provide the first clue. These children:


 * Have large, advanced vocabularies and are able to use them correctly;
 * May be self-taught, but in any event read early, enthusiastically, and widely, often above grade level;
 * Select reading material purposefully and enjoy challenging books;
 * Understand language subtleties, use language for humor, write words and sentences early, and produce superior creative writing (poetry, stories, plays); and
 * Display verbal ability in self-expression, descriptive phrasing, and ease in learning a second language.

Adapted from Halsted, 2009

2. It follows that gifted readers want to read fiction and nonfiction that correspond to these characteristics.

3. More of the same is not the answer. Moore (2005) suggests a minimum of two major components for a “stimulating reading program”: a. Provisions for mastering basic curriculum through curriculum compacting; b. Modification of content and process to explore content.

4. Wood (2008) suggests that there are nine (9) key components for a successful reading program for gifted students: a. Assessment b. Grouping c. Acceleration d. Challenging literature e. Discussion f. Critical reading g. Creative reading h. Inquiry reading i. Enrichment

5. We must select books which correspond to gifted readers characteristics and interests and which will provide appropriately challenge them. Again referring to Halsted: **Characteristics of Books for the Gifted**

Halsted (1988, 2002, 2009)
 * Books that use advanced plot structures, syntax, and vocabulary;
 * Books that include supplemental materials, such as pronunciation guides, maps, and glossaries;
 * Books that use a full array of literary devices;
 * Books that use descriptive words that stimulate strong visual images and express nuances;
 * Books that possess language patterns and vocabularies typical not only of the present but of other times and places as well;
 * Books that provide settings that evoke an experience of other lifestyles;
 * Books that present unresolved problems and compel the reader to draw some conclusions.

**Consequences for Reading Instruction:**


 * Obviously the basal reader with its word attach skills, vocabulary study, comprehension drills, etc are not appropriate;


 * Consider three basic concepts:

o Use literature to supplement or better yet **//replace//** basal texts

o Form discussion groups based on books: § Go beyond plot and fact questions § Focus on themes § Use higher level questioning strategies;

o Follow discussion formats from programs such as the //Junior Great Books//;

o Teach the //Elements of Literature// o Discuss the different //Methods of Analysis// o Use Rosenblatt’s //Level of Responses// § //Emotive// § //Interpretative// § //Critical// § //Evaluative// o Teach the //Response Analysis Approach//.
 * Provide instruction in the study of literature at an early age;

//An additional handout on these four approaches is available, please email me.//


 * Provide reading guidance: Students do not often know what is good, appropriate and challenging literature for them;


 * Know the reader and know books: //Then Make the Connection//;
 * Halsted’s Characteristics suggest literature of a high standard:

o First response might be to turn to the classics; o But the classics do not deal with contemporary issues and interests of our learners; o Our readers have not had the life experiences to appreciate and interpret these literary treasures fully; o Remember when and for whom many of the classics were written: highly educated adults at the turn of the 19th Century; o Remember that children’s classics were often for teaching purposes and that much of so-called children’s classics were intended for older audiences; o Research has shown that too early an introduction to the classics can easily turn off readers and kill their joy of reading.

**//My Suggestion for Selecting Literature for Younger Readers//** //BUT always remembering that we must first read all literature and remember the interests of the students for whom we are selecting books [Basic criteria: appropriateness and challenge] is to look at Young Adult Literature. We must also recognize that some YA Lit will be inappropriate and that typically YA Lit ranges from about 6th grade through high school.// **Seney’s “Stand!”** //My basic premise is that when you compare the characteristics of the gifted adolescent, especially the verbal characteristics, the characteristics of books most suited for gifted learners, and the characteristics of young adult literature, you have an almost perfect match. This leads me to the conclusion that young adult literature is highly appropriate for gifted learners.// = =

**Young Adult Literature: Defined**
The term young adult literature refers “to realistic and contemporary fiction which young adults as well as more mature and critical readers can find aesthetically and thematically satisfying, and which is implicitly or explicitly, written for the adolescent.” Mertz and England (1983) **Characteristics of Contemporary Young Adult Literature** Monseau and Salvner **In short:** //Young adult novels have come of age because they demonstrate the same skillful craftsmanship employed in all good literature and because they have translated to the world of the young adult the same conflicts and issues with which all humans struggle.// //In addition: since YA Lit speaks to the concerns and characteristics of gifted students, it is highly appropriate for them. By drawing on this genre, parents and teachers can guide their children and students to more complex works, expose them to positive reading experiences, and open up to them a wonderful resource that will further their emotional and social development.// **References** Brown, W. & J. Rogan (1983). Reading and young gifted children. //Roeper Review//, 5, 6-9.
 * YA Lit has complex characters who seek to resolve conflicts of tremendous consequence to themselves and the world;
 * YA Lit has vividly drawn minor characters who provide texture, advance the plot, and serve as meaningful foils and allies for the protagonists;
 * YA Lit has rich settings, both real and imaginary;
 * YA Lit has deft pacing, skillful use of suspense, flashbacks, and other manipulations of time sequence;
 * YA Lit has narratives told from various points of view;
 * YA Lit has thematic issues that matter not only to teens but to everyone, such as the quest for justice, the savagery of war, and the struggle of achieving love, acceptance, and understanding.

Donelson, K. & Nilsen, A. (2005). //Literature for Today’s Young Adults, 7th Ed//. Boston: Pearson Education, Inc.

Gross, M.U.M. (1994). The highly gifted: Their nature and needs. In J.B. Hansen and S.M. Hoover (Eds.). //Talent Development: Theories and Practice// (pp. 45 - 68). Dubuque, Iowa: Kendall Hunt Publishing Company.

Halsted, J. W. (1988). //Guiding Gifted Readers from Preschool through High School//. Columbus: Ohio Psychology Publishing.

Halsted, J. W. (2009). //Some of My Best Friends are Books//. //Guiding Gifted Readers From Pre-School to High School, 3rd Ed//. Scottsdale, AZ: Gifted Psychology Press.

Hawkins, S. (1983). Reading interests of gifted children. //Reading Horizons//, 24.

Johnsen, S. & J Kendrick, eds. (2005). //Language Arts for Gifted Students//. Waco, TX: Prufrock Press, Inc.

Lesesne, T. (2003). //Making the Match//. Portland, MN: Stenhouse Publishers.

Mertz, M. & England, D. (1983). The legitimacy of American adolescent fiction. //School Library Journal, 30//. 119-123.

Monseau, V. and G. Salvner(2000). //Reading Their World: The Young Adult Novel in the Classroom//, 2nd Ed. Portsmouth, NH: Boynton/Cook Publishers.

Monseau, V. (1996). //Responding to Young Adult Literature//. Portsmouth, NH: Boynton/Cook Publishers.

Moore, M. (2005). Meeting the educational needs of young gifted readers in the regular classroom. //Gifted Child Today//. Sept. 2005.

Probst, R. (1988). //Response and Analysis: Teaching Literature in Junior and Senior High School//. Portsmouth, NH: Boynton/Cook Publishers.

Whitehead, R. J. (1984). //A Guide to Selecting Books for Children. Metuchen//, NJ: Scarecrow.

Wood, P. F. (2008). Reading instruction with gifted and talented readers: A series of unfortunate eents or a sequence of auspicious results? //Gifted Child Today//, 31 (3), 17-25. **Contact Information:** Dr. Bob Seney Professor Emeritus/Gifted Studies 892 Second Avenue Mancos, Colorado 81328 970 533-9014     bseney@muw.edu

//Seney’s Recommended Books for Young Gifted Readers// Dr. Bob Seney //Professor Emeritus// Mancos, Colorado bseney@muw.edu

A Note: Books that “make” my list meet the requirements of Halsted’s Books for Gifted Readers and my own personal criteria. Remember: Before recommending any book to a gifted reader, you should read the book first. Keep in mind the reader’s special interests and challenge level. **Contemporary Literature 2010 - 2005**
 * From 2010 //What’s New List//**

Appelt, Kathi //The Underneath// 2008 **2009 Newbery Honor Book** **2008 National Book Award Finalist**

Brown, Mary //There Are No Words// 2010 Creech, Sharon //The Unfinished Angel// 2009

Flanagan, John //Ranger’s Apprentice: Book 7 – Erak’s Ransom// 2007 //The Ranger’s Apprentice Series// //Book One: The Ruins of Gorlan 2005// //Book Two: The Burning Bridge 2005// //Book Three: The Icebound Land 2006// //Book Four: The Battle for Skandia 2006// //Book Five: The Sorcerer of the North 2008// //Book Six: The Siege of Macindaw 2008// //Book Eight: The Kings of Clonmel 2010//

Horvath, Polly //My One Hundred Adventures// 2008 //Northward to the Moon// 2010

Hunter, Erin //Warriors: Power of Three:// //Book One: The Sight// 2007

Jacques, Brian //The Sable Quean// 2010

Kelly, Jacqueline //The Evolution of Calpurnia Tate// 2009 **2010 Newbery Honor Book** Korman, Gordon //Swindle// 2008

Park, Linda Sue //Keeping Score// 2008 Paulsen, Gary //Mudshark// 2009 //Woods Runner// 2010 //Masters of Disaster// 2010

Riordan, Rick //The Red Pyramid// 2010

Sampson, Donald //The Dragon Boy: Book One of the Star Trilogy// 2008 **[A First Novel – Colorado Author]** //The Dragon of Two Hearts: Book Two of// //the Star Trilogy// 2009

Stead, Rebecca //When You Reach Me// 2009 **2010 Newbery Medal**

Stewart, Trenton Lee //The Mysterious Benedict Society and the// //Prisoner’s Dilemma// 2009

Tolan, Stephanie //Wishworks, Inc.// 2009

Mathews, Ellie //The Linden Tree// (ms/e) 2007 **Milkweed Prize for Children’s Literature** Avi //Hard Gold: The Colorado Gold Rush of 1859// 2008 [//I Witness// Series] //Murder at Midnight// 2009
 * From 2009 //What’s New List//****:**

Birdsall, Jeanne //The Penderwicks on Gardam Street// 2008

DiCamillo, Kate //The Magician’s Elephant// 2009 //unger Games// (ms) 2008

Gaiman, Neil //The Graveyard Book// 2008 **Newbery Medal** Hiaasen, Carl //Scat// 2009

Jacques, Brian //Doomwyte// 2008

Korman, Gordon //Zoobreak// 2009

Law, Ingrid //__Savy__// 2008 **Newbery Honor**

Riordan, Rick //The Last Olympian: Book// 5 2009

Stewart, Trenton Lee //The Mysterious Benedict Society and the// //Perilous Journey// 2008

Yolen, Jane & Robert Harris //The Rogues// 2007 //Girl In a Cage// [Reread: On 2003 List] 2002

Barry, Dave & Ridley Pearson //Peter and the Starcatchers// 2004
 * From 2008 //What’s New List//****:**

Colfer, Eoin //Half-Moon// 2006 //Artemis Fowl: The Time// //Paradox// 2008

Curtis, Christopher Paul //Elijah of Buxton// 2007 **2008 Newbery Honor** Creech, Sharon //The Castle Corona// 2007 Dowd, Siobhan //The London Eye Mystery// 2008

Hawes, Louise //The Vanishing Point// 2004

Konigsberg, E.L. //The Mysterious Edge of the Heroic World// 2008

Lowry, Lois //The Willoughbys// 2008

McGill, Alice //Miles’ Song// 2000

Riordan, Rick //The Lightning Thief: Book 1// 2005 //The Sea of Monsters: Book 2// 2007 //The Titan’s Curse: Book 3// 2007 //The Battle of the Labyrinth: Book 4// 2008

Schlitz, Laura A. //Good Masters! Sweet Ladies! Voices// //From a Medieval Village// 2007 **2008 Newbery Medal**

Spinelli, Jerry //Eggs// 2007

Stewart, Trenton Lee //The Mysterious Benedict Society// 2007

Woodson, Jacqueline //Feathers// **2008 Newbery Honor** 2007

Avi //Bright Shadow// 1985/ 1994 (1994 Second Aladdin Paper Back Edition)
 * From 2007 //What’s New List//****:**

Colfer, Eoin //Artemis Fowl: The Lost Colony// 2006 Cooper, Susan //Victory// 2006 DiCamillo, Kate //The Miraculous Journey of Edward Tulane// 2006 Holm, Jennifer //Penny From Heaven// 2006 **Newbery Honor**

Jacques, Brian //Eulalia// 2007

Lord, Cynthia //Rules// 2006 **Newbery Honor; 2007 Scheider Family Book Award:** **Middle School Division**

Patterson, Katherine //The Same Stuff as Stars// 2002

Pullman, Philip //Lyra’s Oxford// 2005

Patron, Susan //The Higher Power of Lucky// (e) 2006 **Newbery Medal** Paulsen, Gary //Lawn Boy// 2007

Rowling, J. K. //Harry Potter and the Deathly Hallows// 2007

Selznick, Brian //The Invention of Hugo Cabret// (ms) 2007

Armstrong, Alan //Whittington// [e/ms] 2005 **Newbery Honor**
 * From 2006 //What’s New List//****:**

Birdsall, Jeanne //The Penderwicks// (e) 2005 **National Book Award**

Birney, Betty //The Seven Wonders of Sassafras Springs// 2005

Corder, Zizou //Lion Boy: The Truth - Book 3// 2005

Creech, Sharon //Replay// 2005

D’Adamo, Francesco //Iqbal// 2003

Giff, Patricia Reilly //Willow Run// 2005

Gray, Margaret //The Ugly Princess and the Wise Fool// 2002

Haddix, Margaret //Among the Free// 2006

Hale, Shannon //Princess Academy// 2005 **Newbery Honor**

Hoeye, Michael //No Time Like Show Time// 2004 //A Hermux Tantamoq Adventure// Jacques, Brian //Voyage of Slaves (Castaway Series)// 2006

Lowry, Lois //Gossamer// 2006

Woodson, Jacqueline //Show Way// 2005 **Newbery Honor** [illustrated by Hudson Talbott]

Avi //Poppy’s Return// 2005
 * From 2005 //What’s New List://**

Choldenko, Gennifer //Al Capone Does My Shirts// 2004 **Newbery Honor**

Freedman, Russell //The Voice That Challenged a Nation:// 2004 //Marian Anderson and the Struggle// //For Equal Rights// **Newbery Honor**

Jacques, Brian //Rakkety Tam// 2004 //The Ribbajack// 2004

Kadohata, Cynthia //Kira-Kira// 2004 **Newbery Medal**

Oppel, Kenneth //Silverwing// [e/ms] 1997 //Sunwing// [e/ms] 2000 //Firewing// [e/ms] 2003

Paulsen, Gary //The Time Hackers// 2005

Rowling, J. K. //Harry Potter and the Half-Blood Prince// 2005

**This List is a “Work in Progress.” I intend to extend it next by adding “contemporary classics” such as Patterson’s //Bridge to Terabithia//****, etc.**

**//Additional References//** **//Research on Effects of Using the Classics//** Bushman, J. (1997). Young adult literature in the classroom –Or is it? //English Journal, 86// (3). Bushman, J. & K. Parks-Haas (2001). //Using Young Adult Literature in the English Classroom//. Columbus, Ohio: Merrill, Prentice Hall. Carlsen, R. & A. Sherrill (1988). //Voices of Readers: How We Come to Love Books//. Urbana, IL: National Council of Teachers of English. Lesesne, T. (1991). Developing lifetime readers: Suggestions from fifty years of research. //English Journal, 80// (6). O’Connor, M. (1980). A study of the reading preferences of high school students. (//ERIC Document Reproduction Service NO. ED 185 524//) U. S. Department of Education (1990). A //profile of the American eight grader//. Washington, DC: Author.