Our article describing the characteristics of gifted students with a specific learning disability (SLD) in written language was criticized for emphasizing an ability achievement discrepancy as an indication of a written language disability and for not ruling out alternative explanations for the observed difficulties. The three primary alternative explanations include measurement error, (lack of) motivation, and/or past experiences. In our reply, we offer extensive evidence that refutes these alternative explanations. The critique also offers an interpretation, which we determined to be inaccurate, of our data; therefore, we correct the misinterpretation. We conclude with a confirmation of our original findings: identification of gifted students with specific learning disabilities requires a comprehensive psycho-educational evaluation that includes an examination of the cognitive profile generated from individually-administered tests of ability and achievement. In combination with a psychosocial profile that addresses behavior, self-concept, interests, and motivation, educators have the necessary information to guide them in identifying and developing the unique talents of gifted children with SLD.