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In this paper we report on the usefulness of an identification instrument for mathematically talented students in third through fifth grades. Talented students from Iowa and Texas took the Quantitative, Reading Comprehension, and Verbal sections of the Lower Level of the Secondary School Admission Test (SSAT-L), which was developed by the Educational Testing Service for fifth through seventh graders. Students' scores covered nearly the entire possible range of the test, indicating that the SSAT-L effectively differentiated among talented elementary students.
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Lupkowski‐Shoplik et al. (1993) studied this question.
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