Cognitive Profiles of Gifted Discrepant Readers in Primary Education

IF 3 3区教育学 Q1 EDUCATION, SPECIAL

Gifted Child Quarterly Pub Date : 2025-04-19 DOI:10.1177/00169862251328021

Kim M. Lijbers, Sietske van Viersen, Arjan J. van Tilborg, Anouke Bakx

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Abstract

Gifted students with relative reading difficulties often struggle with the discrepancy between their high intelligence and lower-than-expected word-reading level (i.e., discrepant readers). This discrepancy may be a burden and poses specific educational challenges to individual students. To understand their challenges and the nature of their discrepancy, this study examined the cognitive profiles of gifted discrepant readers ( n = 50) compared with gifted (nondiscrepant) readers ( n = 30). A case series analysis mapping weaknesses and strengths on risk factors for dyslexia (phonemic awareness [PA], rapid automatized naming [RAN], and verbal short term memory [VSTM]) showed that both groups displayed largely similar cognitive profiles. A discrepant reading profile seemed to result from the absence of strengths on underlying skills (PA, RAN, VSTM). Hierarchical multiple regression indicated that group (discrepant readers vs. gifted readers) did not moderate the relationship between cognitive factors and word-level reading outcomes. Based on these findings, it is proposed that educational support for gifted discrepant readers might comprise gifted- and needs-based education that focuses on (building) strengths.

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小学教育资优差异读者的认知特征

有相对阅读困难的资优学生，往往在高智商与低于预期的文字阅读水平之间的差异（即差异阅读）中挣扎。这种差异可能是一种负担，并给个别学生的教育带来特殊的挑战。为了了解他们所面临的挑战及其差异的本质，本研究对资优差异阅读者（50 人）与资优（非差异）阅读者（30 人）的认知概况进行了比较。通过对诵读困难风险因素（音位认知、快速自动命名和言语短时记忆）的优缺点进行个案系列分析，发现两组学生的认知特征大体相似。阅读特征的差异似乎是由于基础技能（PA、RAN 和 VSTM）缺乏优势造成的。层次多元回归表明，组别（差异阅读者与资优阅读者）并不影响认知因素与单词水平阅读结果之间的关系。基于这些研究结果，建议为资优差异阅读者提供的教育支持可包括以资优和需求为基础的教育，重点在于（培养）优势。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Gifted Child Quarterly Multiple-

CiteScore

6.30

自引率

29.00%

发文量

期刊介绍： Gifted Child Quarterly (GCQ) is the official journal of the National Association for Gifted Children. As a leading journal in the field, GCQ publishes original scholarly reviews of the literature and quantitative or qualitative research studies. GCQ welcomes manuscripts offering new or creative insights about giftedness and talent development in the context of the school, the home, and the wider society. Manuscripts that explore policy and policy implications are also welcome. Additionally, GCQ reviews selected books relevant to the field, with an emphasis on scholarly texts or text with policy implications, and publishes reviews, essay reviews, and critiques.