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.

中文翻译：

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两次例外被揭露：对识别天才儿童阅读障碍的文献进行系统的叙述性回顾

在这篇系统性的叙述性综述中，我们综合了现有的关于有阅读障碍的儿童（GD）的小型研究，以调查 GD 学生具有独特特征的说法，其特征是被很好地掩盖的单词级阅读和拼写困难。我们的重点是这个由两次特殊 (2e) 儿童组成的亚组的认知和学业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，但 GD 学生的天赋优势，尤其是与口语相关的优势，可能使他们能够弥补阅读困难，至少在某种程度上无法满足标准诊断标准。然而，与对照组和有天赋的非诵读困难同龄人相比，GD 学生在单词阅读、阅读流畅性和拼写任务方面也表现不佳，这提供了成绩受损的明确证据。本次审查的结果强调需要（a）采取更细致的方法来评估表现出高度差异的学生；（b）未来对这个能力很强但了解甚少的群体的认知和学术概况以及教学需求进行研究学生的潜力可能被掩盖，从而在学校环境中被低估。