Abstract：
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.
摘要：
在这篇系统的叙事综述中，我们综合了现有的关于有天赋和阅读障碍（G-D）的儿童的小型研究机构，以调查G-D学生具有独特特征的说法，以掩盖单词级阅读和拼写困难为特征。我们的重点是这个两次例外（2e）儿童亚组的认知和学术概况，以及用于识别他们的评估方案。研究结果表明，尽管存在与阅读障碍相关的处理缺陷，G-D学生有天赋的优势，尤其是那些与口头语言有关的，可能使他们能够弥补他们的阅读困难，至少在一定程度上不符合标准诊断标准。然而,G-D学生在单词级阅读方面也表现不佳，与两个对照组及其天赋相比，阅读流利度和拼写任务，非诵读困难的同龄人，提供成就受损的明确证据。这项审查的结果强调了（a）一种更细致入微的方法来评估表现出高度不一致的学生，以及（b）未来对认知和学术概况以及这种高度能干但理解不足的学生群体的教学需求的研究。他们的潜力可能被掩盖，从而在学校环境中被低估。
