Giftedness and Dyslexia: Profiling and Identification of Preadolescent Students with Double Exceptionalities in the Cassroom

This study analyzes the cognitive profile of students with double exceptionality, that is, those with intellectual giftedness and dyslexia. Through a quantitative methodological approach, aspects related to reading and writing are evaluated, comparing this group with the results of average preadolescent students. The findings highlight that, although reading and writing difficulties are evident, high cognitive abilities partially compensate for these limitations, masking the deficits associated with dyslexia. This work provides relevant information for identification of these students, emphasizing the need for differentiated approaches that combine challenges to their abilities with support for their deficiencies.