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ERIC Number: EJ888116
Record Type: Journal
Publication Date: 2009
Pages: 4
Abstractor: ERIC
Reference Count: 3
ISSN: ISSN-1040-1350
The Gifted Dyslexic Child
Eide, Brock; Eide, Fernette
Understanding Our Gifted, v21 n2 p10-13 Win 2009
A major reason why dyslexia is likely to be missed or mislabeled in an intellectually gifted child is the lack of a specific, clearly recognized definition to enable diagnosis of dyslexia. It's crucial that adults working with gifted students understand that average or even above reading comprehension does not by itself guarantee that a gifted child doesn't have dyslexia or significant problems with reading. Verbally gifted children typically possess such a strong verbal problem solving and working memory abilities that even when they have problems with word decoding and encoding they can puzzle their way through reading passages well enough to achieve "average" or even "superior" comprehension scores. While many people still think of dyslexia as primarily a "reading disorder," difficulty learning to read is usually just one aspect of this broad, neurologically based, and usually inherited condition. This article discusses four key points for gifted dyslexic students that parents and teachers should consider: prevention, perception, positive outlook, and planning.
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A