Twice-exceptionality unmasked: A systematic narrative review of the literature on identifying dyslexia in the gifted child.
assessment
diagnosis
dyslexia
gifted
twice-exceptional
Journal
Dyslexia (Chichester, England)
ISSN: 1099-0909
Titre abrégé: Dyslexia
Pays: England
ID NLM: 9511375
Informations de publication
Date de publication:
17 Jan 2024
17 Jan 2024
Historique:
revised:
03
11
2023
received:
10
05
2023
accepted:
04
01
2024
medline:
18
1
2024
pubmed:
18
1
2024
entrez:
17
1
2024
Statut:
aheadofprint
Résumé
In this systematic narrative review, we synthesised the small existing body of research on children who are gifted and dyslexic (G-D) in order to investigate the claim that G-D students have a unique profile, characterised by well-masked word-level reading and spelling difficulties. Our focus was on both the cognitive and academic profiles of this subgroup of twice-exceptional (2e) children and the assessment protocols used to identify them. Findings suggest that despite having processing deficits associated with dyslexia, G-D students' gifted strengths, especially those relating to oral language, may enable them to compensate for their reading difficulties, at least to an extent that they fail to meet standard diagnostic criteria. However, G-D students also perform poorly on word-level reading, reading fluency and spelling tasks when compared with both control groups and their gifted, non-dyslexic peers, providing clear evidence of impaired achievement. Findings from this review highlight the need for (a) a more nuanced approach to the assessment of students presenting with highly discrepant profiles and (b) future research into both the cognitive and academic profiles and the instructional needs of this highly able yet poorly understood group of students, whose potential may be masked and thus underestimated in the school setting.
Types de publication
Journal Article
Langues
eng
Sous-ensembles de citation
IM
Informations de copyright
© 2024 The Authors. Dyslexia published by John Wiley & Sons Ltd.
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