Creativity and the Reading Specialist: Some Observations from Research Data

The term creativity is frequently used by educators to identify behavior that is different or novel when compared to conventional modes of conduct. This creative behavior usually is the ability to be imaginative and original in handling words, ideas, or materials. For reading specialists, an understanding of creative behavior may provide insight into certain reading problems. CREATIVITY AND THE READING SPECIALIST: SOME OBSERVATIONS FROM RESEARCH DATA Mark E. Thompson GAITHERSBURG, MARYLAND The term creativity is frequently used by educators to identify behavior that is different or novel when compared to conventional modes of conduct. This creative behavior usually is the ability to be imaginative and original in handling words, ideas, or rraterials. For reading specialists, an understanding of creative behavior rray provide insight into certain reading problems. Reading is an active, self -directed process controlled by the reader in rrany way and for rrany purposes. It is fX)ssible that some creative students are mistakenly classified as having a severe learning or reading problem. Their creative behavior might be interpreted as a disabling handicap. There is a tendency to equate divergence with abnorrrality. Once this is done, it rray be difficult to succeed with applied clinical treatments (i.e., a reading clinic). There is more than one process of reading (Gibson and Levin, 1975) and most educators understand this guiding principle. Reading specialists are frequently challenged to find the right combination of teaching strategies to stimulate an individual reading style. It rray be a creative task for teachers to find the magic key that unlocks reading fX)tential for students whose reading problems defy solution. Creativity is often misunderstood as being a type of behavior associated solely with scholastically bright, high achievers. David Ausubel (1968) said creativity is one of the vaguest, most ambiguous, and most confused term in psychology and education. He also said, "teaching for creativity" is a flourishing fad and a catchphrase. Most educators have not studied the research evidence regarding creativity and know little about the personality characteristics of creative people. Creative artists, writers, rratherraticians, architects, and scientists differ from those less creative souls in the following ways: 1. Greater Esthestic Sensitivity. The more creative persons place a high value on esthetic experiences and reSfX)nses. 2. Imaginative. Creative persons have more imaginative, new, different, novel ideas, both in quality and quantity.