Interactive Writing and Gifted Children: Communication through Literacy

Abstract

This article investigates the use of interactive written communication with gifted individuals. Previous studies have indicated that interactive writing encourages students to produce functionally relevant communication. The process of interactive writing through dialogue journals is discussed and a comparison of behaviors frequently observed in gifted individuals and characteristics of dialogue journal writing is offered. A case study of a gifted five year old child communicating with her father is presented with a rationale for further investigation of interactive writing with gifted individuals.