2011
DOI: 10.1177/0022219411421810
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The Identification and Performance of Gifted Students With Learning Disability Diagnoses

Abstract: Much has been written about gifted students with learning disabilities, but there have been few large-scale empirical investigations, and the concept has proven controversial. The authors reviewed the available empirical literature on these students, focusing on (a) the criteria by which the students were identified and (b) the students' performance on standardized tests of ability and achievement. In addition, the test scores of these students were aggregated to determine typical performance levels. A total o… Show more

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Cited by 42 publications
(69 citation statements)
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“…Therefore, although the exclusive use of standardized tests to assess intellectual ability has its detractors (Pfeiffer, 2012) and these tests are not the only measures available nowadays, the fact remains that standardized tests have been accepted as reliable measures of identifying students with higher abilities to date (Lovett and Lewandowski, 2006; Lovett and Sparks, 2011; Erwin and Worrell, 2012) and as Carman (2013) suggests “no matter how often researchers suggest that an IQ score is not the only way of determining giftedness, it is still the most common method of identifying gifted participants for research, either alone or in combination with other criteria.” At a practical level, in Spain the information obtained from standardized tests is the first criterion used to determine if a student may have higher abilities, and is essential for continuation of the evaluation process. This measure is used as a baseline analysis of the students’ capacities and offers a starting point for the detection of higher intellectual abilities (Renzulli, 2012; Wellisch and Brown, 2012).…”
Section: Introductionmentioning
confidence: 99%
“…Therefore, although the exclusive use of standardized tests to assess intellectual ability has its detractors (Pfeiffer, 2012) and these tests are not the only measures available nowadays, the fact remains that standardized tests have been accepted as reliable measures of identifying students with higher abilities to date (Lovett and Lewandowski, 2006; Lovett and Sparks, 2011; Erwin and Worrell, 2012) and as Carman (2013) suggests “no matter how often researchers suggest that an IQ score is not the only way of determining giftedness, it is still the most common method of identifying gifted participants for research, either alone or in combination with other criteria.” At a practical level, in Spain the information obtained from standardized tests is the first criterion used to determine if a student may have higher abilities, and is essential for continuation of the evaluation process. This measure is used as a baseline analysis of the students’ capacities and offers a starting point for the detection of higher intellectual abilities (Renzulli, 2012; Wellisch and Brown, 2012).…”
Section: Introductionmentioning
confidence: 99%
“…These students are capable of high intellectual and academic performance, but they also have specific processing weaknesses that make achievement difficult in one or more areas (Brody & Mills, 1997). According to some researchers (e.g., Lovett & Sparks, 2011), a learning disability requires below average academic achievement. Others contend that, even though academic performance may be in the average range, these students demonstrate intra-individual variability that is the essence of a learning disability (NJCLD, 2011;Reynolds & Shaywitz, 2009).…”
Section: Pattern Of Strengths and Weaknessesmentioning
confidence: 99%
“…This is compared with previous estimates that 2-5% of the gifted population will have disabilities and 2-5% of students with disabilities will be gifted (Nielsen, 2002). Lovett and Sparks (2011) agree the 2E population exists, but challenge the prevalence based on GLD identification in particular. Due to such wide variability in criteria, definitions and assessments, identification and profiling processes need to be prioritised in the research.…”
Section: Profiling Students Experiencing Twice Exceptionalitymentioning
confidence: 99%