What is one reason Cramond suggests challenging the assumption that gifted readers require little instruction?

Cramond's suggestion to challenge the assumption that gifted readers require little instruction is underscored by the idea that not all students identified as gifted exhibit the same level of reading proficiency. This perspective emphasizes the need for differentiated instruction tailored to the varying abilities of gifted students. It raises awareness that there are gifted students who may excel in other areas but struggle with reading or may not develop the same level of comfort with challenging texts without additional support and guidance. This highlights the importance of providing suitable reading instruction that meets the specific needs of all gifted learners, ensuring that every student's unique abilities and challenges are addressed.

The other options suggest various characteristics of gifted readers but do not directly address the need for instruction. For instance, while some gifted readers may prefer difficult texts, this preference does not negate the necessity for thoughtful instruction that helps all readers enhance their skills. Similarly, while assisting peers in reading tasks or disliking traditional assignments may relate to some gifted readers, these behaviors do not contradict the key idea that each gifted student has distinct needs that must be acknowledged through effective instructional strategies.