Abstract
In this paper, the special support procedures for gifted readers in the regular classroom are being considered from a perspective of composite and systematic concepts. These concepts define giftedness as an extraordinary achievement (Altaras 2006). In addition, learning and education have the status of factors that influence the actualization of giftedness, i.e. ac- cording to these concepts, education provides special conditions for the development of gifted behavior (Renzulli 2012). The aim of the paper is to emphasize the need for a clear operationalization of specific forms of support for gifted readers in regular classes. Based on these forms of support teachers can encourage the further development of this specific ability of their students.
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