Dyslexia and Giftedness: Myths versus Science

Abstract

Both the fields of intellectual giftedness and specific learning disabilities historically have been hampered by lack of consensus on definitions and identification processes and both have seen evolution in thinking, based on both research and sociocultural considerations [7,8]. Being gifted and having a disability were initially seen as discrete, nonoverlapping categories or characteristics. Gallagher [9] is credited with being among the first to use the term twice-exceptional (2e), drawing needed attention to those learners who are gifted but also have a disability. However, settling on a definition for 2e learners is not an easy endeavor. Trail ([10], p. 12) defined 2e learners as individuals who have the characteristics of gifted students and students with disabilities. They have the potential for exceptional performance in one or more areas of expression, which includes general areas such as creativity or leadership, or specific areas such as math, science or music. These students have an accompanying disability in one or more categories defined by IDEA.In 2014, the National 2e Community of Practice (COP) developed a definition of 2e learners [11]:Twice-exceptional individuals evidence exceptional ability and disability, which results in a unique set of circumstances. Their exceptional ability may dominate, hiding their disability; their disability may dominate, hiding their exceptional ability; each may mask the other so that neither is recognized or addressed. These definitions point out the dichotomy in students' performance, which is exceptionally strong in some respects but

The Use of Cognitive Tests in the Assessment of Dyslexia

“…That is to say that despite average reading achievement, the brains of these children showed the same characteristics (left temporoparietal dysfunction believed to be associated with phonological processing) as those of poor readers. As such, there is a strong argument to be made that twice-exceptional children should be identified as having dyslexia and provided with remediation and support; the focus should be on the individual needs of the learner (Bell and Philippakos 2022).…”