AN ANALYSIS OF THE EFFECTS OF A DIFFERENTIATED PROGRAM ON THE LIBRARY EXPERIENCE OF GIFTED STUDENTS (TEXAS)

The purpose of this study was to compare knowledge of library skills, type of library materials used, and amount of library usage (for both school related activities and for leisure activities) of gifted students who participated in a library program with a differentiated curriculum to gifted students who participated in a traditional library program.;Weekly library logs were kept by all students in the sample to record library usage. The Ohio School Library/Media Test was given to determine any differences in knowledge of library skills between those students who did and did not participate in the differentiated library program.;Statistical analysis of the data revealed that instructional treatment can produce significant differences between the library experience of students in a traditional library program and students participating in a differentiated program. In every instance, the positive outcome was for students in the differentiated library program and a high correlation to curriculum was observed. Students participating in the differentiated program used the library more for both leisure and school related activities. They used all types of library materials (fiction, nonfiction, reference, encyclopedias, periodicals, and audio-visual) more often than students in the traditional library program. Students participating in the differentiated program scored higher on the Ohio School Library/Media Test than those participating in the traditional program.;The study employed a posttest-only control group design. The sample consisted of 139 fourth and fifth grade students enrolled in the program for gifted and talented students in six elementary schools in one Texas school district. Students in the control group visited the library with their heterogeneous classroom and participated in the traditional library program. Students in the experimental group visited the library during the time they were receiving group instruction in the resource center for gifted students. At that time, they participated in the differentiated library program.