NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1071081
Record Type: Journal
Publication Date: 2015-Sep
Pages: 24
Abstractor: As Provided
Reference Count: 83
ISSN: ISSN-0162-3532
Comparing Prospective Twice-Exceptional Students with High-Performing Peers on High-Stakes Tests of Achievement
Bell, Sherry Mee; Taylor, Emily P.; McCallum, R. Steve; Coles, Jeremy T.; Hays, Elizabeth
Journal for the Education of the Gifted, v38 n3 p294-317 Sep 2015
From a sample of 1,242 third graders, prospective twice-exceptional students were selected using reading and math curriculum-based measures (CBMs), routinely used in Response to Intervention (RtI). These prospective twice-exceptional students were compared with non-twice-exceptional peers with similar strengths in either math or reading on CBMs and an end-of-year high-stakes achievement test. Students (both potentially twice-exceptional and not) who are potentially gifted in reading based on CBM performance did not differ significantly on the end-of-year outcomes in reading (p < 0.05); rather, students in both groups performed equally high. However, twice-exceptional students who are potentially gifted in math performed significantly lower on both end-of-year math and reading outcomes than non-twice-exceptional peers. Most of the end-of-year math subtest scores were negatively affected by the prospective twice-exceptional students' deficits in reading, even though their math CBM scores placed them into a category representing giftedness in math. Implications for screening for twice-exceptionality are discussed.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 3; Primary Education; Elementary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Tennessee