The Two Sides of Cognitive Masking: A Three-Level Bayesian Meta-Analysis on Twice-Exceptionality

Atmaca, Furkan; Baloğlu, Mustafa

doi:10.1177/00169862221110875

Cited by 7 publications

(8 citation statements)

References 92 publications

(135 reference statements)

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“…Thus, a more apt conclusion to draw from the research of Toffalini et al might be that giftedness is over-represented amongst students who are assessed for an LD (as opposed to those who have an LD). Given the acknowledged under-diagnosis of 2e-LD students (a consequence of the masking of both strengths and weaknesses; Atmaca & Balo glu, 2022;Maddocks, 2020), it could be hypothesised that participants in Toffalini et al's sample were more likely to represent those with severe rather than moderate or mild dyslexia, that is, those whose discrepant profiles were more apparent to teachers and parents. Indeed, based on the inclusion criteria used in the Toffalini et al study, all students identified as G-LD had, at a minimum, a striking 4 SD discrepancy between their cognitive strength (a GAI of 130+) and their academic weakness (an achievement score of <70 in one specific area of achievement).…”

Section: Assessment Practices Used To Identify Gifted-dyslexic (G-d) ...mentioning

confidence: 99%

Twice‐exceptionality unmasked: A systematic narrative review of the literature on identifying dyslexia in the gifted child

Kranz,

Serry,

Snow

2024

Dyslexia

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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.

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Section: Assessment Practices Used To Identify Gifted-dyslexic (G-d) ...mentioning

confidence: 99%

Twice‐exceptionality unmasked: A systematic narrative review of the literature on identifying dyslexia in the gifted child

Kranz,

Serry,

Snow

2024

Dyslexia

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“…These obstacles impact the type of services that twiceexceptional students receive and may prevent them from receiving the support they require (Amend, 2018). For instance, those identified with disabilities only may not develop their full potential in education, whereas those identified as gifted may not receive support for their disability (Atmaca and Baloğlu, 2022). This misalignment between student needs has several undesirable consequences.…”

Section: Defining Intellectual Giftedness and Twice-exceptionalitymentioning

confidence: 99%

What would it take? Enhancing outcomes for high-ability students with disability

Townend,

McGregor,

Alonzo

et al. 2024

Front. Educ.

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A troubling misconception exists that high-ability is enough to ensure positive educational, mental health and well-being outcomes for gifted students. Of course, we want all our students to develop their potential in school, so why are so many of our more able children failing in school and enduring the repercussions of reduced well-being? The notion that a student is not highly able if they are receiving poor grades is a common societal misconception, and this is commonly the case for gifted learners with disability, also known as twice-exceptional students. A considerable number of school students globally have intellectual ability in the gifted range, a high number of those are gifted with co-occurring disability, and many remain unidentified. It is, therefore, likely that a significant percentage of our classrooms have students who may be flying under the radar and are likely to be underachieving or unsupported within the school system. The purpose of this article is to highlight the issues around gifted students with disability that may contribute to their underachievement. Also discussed is how educators, counsellors and other key stakeholders can support this unique population of students.

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“…In addition, cognitively gifted learners are assumed to be high achievers in all academic subjects. Rather, individual differences in intelligence profiles will show relative strengths and weaknesses in actual academic achievements (Atmaca & Balogu, 2022; Brody & Mills, 1997; Gelbar et al, 2022; Maddocks, 2020; McCallum et al, 2013; Webb et al, 2016).…”

Section: Definitionsmentioning

confidence: 99%

Treasure Hunting for Golden Moments: A Systemic, Solution-Focused Approach for Addressing the Needs of 2e Learners

van Gerven

2023

Journal for the Education of the Gifted

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This article provides a strategy developed for teachers in the Netherlands who participated in a 2-year course to become specialists in twice-exceptional learners. They were taught to use the Systemic Support Program for designing customized interventions for twice-exceptional learners. The aims guiding this research were to develop a better understanding of how teachers experienced the use of the Systemic Support Program and if that increased their success. To address the research aims, 78 teacher created videos presented their case studies and reflected on their competency development were analyzed. Teachers considered themselves able to design tailored interventions and enhanced their chances for success by using the strategy. The rigorous instruction and coaching sessions during their learning process were seen as significant contributors to their success.

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The Two Sides of Cognitive Masking: A Three-Level Bayesian Meta-Analysis on Twice-Exceptionality

Cited by 7 publications

References 92 publications

Twice‐exceptionality unmasked: A systematic narrative review of the literature on identifying dyslexia in the gifted child

Twice‐exceptionality unmasked: A systematic narrative review of the literature on identifying dyslexia in the gifted child

What would it take? Enhancing outcomes for high-ability students with disability

Treasure Hunting for Golden Moments: A Systemic, Solution-Focused Approach for Addressing the Needs of 2e Learners

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