Cognitive and psychosocial characteristics of gifted students with written language disability: a reply to lovett's response

• Autores: Susan G. Assouline, Megan Foley Nicpon, Claire Whiteman
• Localización: Gifted child quarterly, ISSN-e 1934-9041, ISSN 0016-9862, Vol. 55, Nº 2, 2011, págs. 152-157
• Idioma: inglés
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• Dialnet Métricas: 1 Cita
• Resumen

  • 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.