From Masking to Mastering - Reading and Writing Strategies for Twice Exceptional Students

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Abstract

The ability to read and write is essential for the school career of every child – and crucial beyond school. Yet gifted children commonly shine through oral expression, while having difficulties summarizing their knowledge in writing. We often see only short texts and many spelling mistakes, and many of them are not motivated to read and write. Sometimes gifted students exert high effort to mask their disabilities in written language. This can lead to frustration and often has them avoid writing and reading tasks. All throughout school, they often lack further possibilities to develop their written language skills. This presentation focusses on the needs of twice exceptional children who show a huge gap between their oral and written competences. Based on literature research on written language acquisition itself, a special treatment for those students was developed and applied. First findings of the case study will be shown and discussed, focusing on the special needs of twice exceptional students.

Speakers from the University of Münster

Möllers, Vivian Marielle

International Centre for Talent Research