What should a student with gifted eligibility in cognitive areas but only scoring proficient in reading be encouraged to do?

Encouraging a student who displays gifted eligibility in cognitive areas but is only proficient in reading to focus on enhancing creativity is a beneficial approach for several reasons.

Firstly, creativity is a key aspect of giftedness that often allows students to express their talents in unique ways. By fostering creativity, the student can develop critical thinking skills, problem-solving abilities, and innovative ideas, which can enrich their overall academic experience. These skills not only support their cognitive strengths but also help them find new ways to engage with the material in their weaker areas, such as reading.

Additionally, enhancing creativity can allow the student to approach reading and comprehension with a fresh perspective, making it more enjoyable and less of a chore. Creative activities can also serve as a bridge to improve reading skills, as they often involve storytelling, analysis, and imagination, which can deepen the student's understanding and engagement with texts.

In contrast, working solely on reading proficiency may limit the student's potential to explore their cognitive gifts in broader contexts. Joining special classes for gifted students could potentially overlook the specific needs of the student in developing creativity. Lastly, while tutoring in multiple subjects might seem helpful, it may not specifically address the student's cognitive strengths or foster the necessary creative growth that could empower them across various areas of learning