The identification of high abilitey students: Results of a detection process in Navarra (Spain)

Abstract

This article focuses on the development and analysis of a two-stage early detection process (screening and diagnostic) for high ability students carried out in the region of Navarra (Spain) on a random sample of 1,274 elementary school students. Spanish versions of the Raven Progressive Matrices (SPM), the Renzulli Scales for Rating Behavioural Characteristics of Superior Students (SRBCSS), and participants' academic achievement were the main variables in the initial screening phase. The Spanish edition of WISC-R, as well as the Young Children's Academic Intrinsic Motivation Inventory (Gottfried, 1986), and the Self-concept Questionnaire (Marsh, 1988), were the main variables in the diagnostic phase. The findings of the detection process show that the WISC-R results were incompatible with those expected in accordance with the normal distribution of IQs. Results may suggest a clear problem with scoring rules, the Spanish norms for the test, or both. These possibilities are discussed in light of the results obtained. The paramount importance of validating and developing adequate instruments for the identification of the gifted is emphasized.