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Related Experiment Video

Updated: Jun 10, 2025

Author Spotlight: Validation of SICOLE-R for Assessing Cognitive and Reading Skills in Spanish-Speaking Children and Its Role in Personalized Education

Author Spotlight: Validation of SICOLE-R for Assessing Cognitive and Reading Skills in Spanish-Speaking Children and Its Role in Personalized Education

Published on: August 16, 2024

Do gifted children without specific learning disabilities read more efficiently than typically developing children?

Laurent Lesecq^1,2, Laurent Querne^1,3, Julie Gornes⁴

¹Department of Pediatric Neurology and Referral Center for Language and Learning Disorders, Amiens-Picardie University Medical Center, Amiens, France.

Frontiers in Psychology

|October 11, 2024

Summary

This summary is machine-generated.

Gifted children (GC) show varied reading skills, excelling in meaningful text but not meaningless text or spelling. This highlights a heterogeneous profile in their written language abilities.

Keywords:

Reading abilities Wechsler scales gifted children pathological threshold specific learning disabilities

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Assessing Dyslexia at Six Year of Age

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Area of Science:

Cognitive Psychology
Developmental Psychology
Linguistics

Background:

Limited research exists on the written language skills of gifted children (GC).
French, an opaque language, presents unique challenges for reading acquisition.
Understanding GC's reading abilities is crucial for identifying potential learning disorders.

Purpose of the Study:

To evaluate the reading abilities of gifted children (GC) compared to typically developing children (TDC).
To investigate the underlying skills contributing to reading proficiency in GC.
To identify potential discrepancies in written language skills among GC.

Main Methods:

Gifted children (GC) with scores >= 2 SD above the norm were included.
Wechsler Intelligence Scales and language tests were administered to GC.
GC scores were compared to TDC normative data using chi-square tests.

Main Results:

GC demonstrated significantly better performance in phoneme deletion, rapid automatic naming, and meaningful text reading.
GC showed a heterogeneous profile, with higher scores in verbal comprehension than processing speed.
No significant differences were found between GC and TDC in reading meaningless texts or spelling accuracy.

Conclusions:

Gifted children (GC) exhibit a heterogeneous profile in reading skills, excelling in context-dependent tasks.
GC's advantage in reading meaningful texts diminishes in decontextualized tasks like reading meaningless text and spelling.
Further research is needed to establish appropriate tests and thresholds for identifying learning disorders in GC.