The study investigated New Zealand primary school teachers' understandings and experiences of talented young writers. Data were gathered using semi-structured interviews in Auckland schools. The interview data were thematically analysed using an interpretivist framework. The focus of this report is on the teachers' selection and interpretation of writing samples. Findings from this study indicated that the teachers did not use the school's policy guidelines on gifted and talented students. Teachers offered similar meanings of giftedness and talent, utilized a narrow range of behaviours in the identification process, and relied upon assessment data and teaching experience in decision making. Minimal in-class provisions were available to lift their achievement. Teachers identified many challenging aspects in teaching talented writers. This study reinforces the need for, and importance of, continuing professional development regarding the teaching of talented young writers in primary schools.
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