Screening for gifted: A factor analytic study of measures used for identifying giftedness
In this study the author explores issues in the screening and identification of gifted children. The author discusses obstacles in the identification process such as expense and effort, as well a rationale for developing screening instruments. The author presents a review of the literature concerning the historical development of gifted theories and programs as well as current issues in defining and identifying giftedness. For the purposes of this study, the variables in use in one Mississippi school district were factor analyzed with a view toward identifying a more parsimonious underlying structure of the construct of giftedness. Three significant factors were extracted from the variables, accounting for 66.3% of the variance of the data. These factors were labelled Gifted Classroom Behaviors, Intellectual Ability, and Processing Speed.