Journal article
Cognitive and Psychosocial Characteristics of Gifted Students With Written Language Disability: A Reply to Lovett’s Response
Gifted Child Quarterly, Vol.55(2), pp.152-157
04/2011
DOI: 10.1177/0016986210396436
Abstract
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.
Details
- Title: Subtitle
- Cognitive and Psychosocial Characteristics of Gifted Students With Written Language Disability: A Reply to Lovett’s Response
- Creators
- Susan G Assouline - The University of Iowa, Iowa City, IA, USAMegan Foley Nicpon - The University of Iowa, Iowa City, IA, USAClaire S Whiteman - The University of Iowa, Iowa City, IA, USA
- Resource Type
- Journal article
- Publication Details
- Gifted Child Quarterly, Vol.55(2), pp.152-157
- DOI
- 10.1177/0016986210396436
- ISSN
- 0016-9862
- eISSN
- 1934-9041
- Publisher
- SAGE Publications; Los Angeles, CA
- Language
- English
- Date published
- 04/2011
- Academic Unit
- Iowa Neuroscience Institute; Psychological and Quantitative Foundations
- Record Identifier
- 9983993324502771
Metrics
34 Record Views