When we talk about dyslexia, many people think of difficulties with reading and writing. But what happens when students have both dyslexia and giftedness? These students may perform well on standardised reading comprehension tests when comprehension is assessed through multiple-choice questions. In this way, the decoding problems typical of dyslexia are not detected. This may mean that the difficulties remain invisible to teachers, students and parents.
A new dissertation by Tove Ekelund, PhD of Educational work at Karlstad University, examines exactly this: how can we detect dyslexia in students withgiftedness? The research focuses on the concepts of stealth dyslexia and twice‑exceptionality – students who have both strengths and challenges that influence each other. The study is based on results from reading and writing tests, rating scales for giftedness, and interviews with 24 students aged 10 to 16. Several of them had previously undergone cognitive assessments showing IQ scores above 120 and had a dyslexia diagnosis. The study investigates how well-established assessment tools identify reading and writing difficulties, how students, guardians, and teachers perceive students’ abilities, and how students themselves describe their school life, strategies, and experiences of support.
“The results show that the students in the study have clear decoding difficulties, but despite dyslexia, most achieve results within or above the normal range on standardised reading comprehension tests with multiple‑choice questions, says Tove Ekelund. This test format often appears to measure strategy use rather than actual reading ability, thereby masking dyslexia. Such tests are easier for teachers to grade, but that must not overshadow what the tests are actually meant to assess – reading comprehension or strategy use.”
The results also show that students with both giftedness and dyslexia may have a different dyslexia profile than what we typically expect – what does this mean for how dyslexia is assessed and identified in schools?
“Many, for example, have high phonological short-term memory alongside clear decoding and spelling difficulties, says Tove Ekelund. This means dyslexia risks being overlooked if we narrow our understanding of what dyslexia should look like. High phonological short-term memory should therefore not exclude a dyslexia diagnosis but rather raise questions about simultaneous giftedness.”
Would you say that all children should be tested for dyslexia, regardless of giftedness?
“Yes, early screening is important. Identifying students with dyslexia early enables the initiation of decoding training at an early stage. Therefore, mandatory screening and assessment materials are crucial for detecting reading and writing difficulties. Students with dyslexia are also at greater risk for mental health problems than other students. This makes early identification and adequate support even more important. The school’s responsibility is significant. As a parent, you also need to allocate time to support your child with schoolwork.”
We often hear that gifted students do not receive the challenges and stimulation they need in school. Does this mean that dyslexia can make it harder for teachers to identify high ability?
“The results clearly show that teachers often underestimate the students’ abilities, while guardians and the students themselves recognise them more clearly. It is therefore important to listen to guardians who say their child is gifted, says Tove Ekelund. When a student has dyslexia, the study shows that it becomes even more difficult for teachers to detect giftedness. There is a risk that the focus shifts to difficulties, while strengths fade into the background. As a result, the student may receive neither sufficient stimulation for their ability nor adequate support for their reading and writing difficulties.”
Would you say that this issue increases the risk that gifted students lose motivation despite their potential?
“There is definitely such a risk. The interviews show that many students are under-stimulated in school. Some have given up and simply sit through the lessons. The results indicate that we need improved methods for identifying and understanding how dyslexia and giftedness can influence one another. The study contributes new knowledge that can strengthen the competence of teachers, speech‑language pathologists, and other professionals – and provides valuable insights for both parents and policymakers.”
