It is important to identify cognitive and achievement characteristics that differentiate students who are twice exceptional because they are gifted and have a learning disability (2e-LD) from gifted and average ability peers because this information informs empirically-based identification and support systems for this population. In this study, I classified school-age participants (N = 3,865) in the nationally representative standardization sample for the Woodcock-Johnson IV (WJ IV) Tests of Cognitive Abilities and Achievement as potentially gifted, 2e-LD, or of average ability based on their WJ IV performance. I compared mean levels of performance, strengths and weaknesses, and intraindividual heterogeneity across 2e-LD, gifted, and average-ability groups. The 2e-LD group demonstrated greater heterogeneity in performance, and their strengths and weaknesses were largely consistent with past research and writing on 2e-LD characteristics. Results support some 2e-LD identification recommendations from the literature and highlight the potential benefits of individualized assessment, dual differentiation, and a de-emphasis of speeded academic tasks.

中文翻译：

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来自全国样本的学生的认知和成就特征被确定为潜在的两次例外（具有学习障碍）

重要的是要确定认知和成就特征，这些特征将因天赋和学习障碍 (2e-LD) 而两次例外的学生与有天赋和平均能力的同龄人区分开来，因为这些信息为基于经验的识别和支持系统提供信息。 . 在这项研究中，我将 Woodcock-Johnson IV (WJ IV) 认知能力和成就测试的全国代表性标准化样本中的学龄参与者 (N = 3,865) 分类为潜在天才、2e-LD 或基于平均能力的关于他们的 WJ IV 表现。我比较了 2e-LD、天才和平均能力组的平均表现水平、优势和劣势以及个体内异质性。2e-LD 组在性能上表现出更大的异质性，并且它们的优点和缺点在很大程度上与过去关于 2e-LD 特性的研究和写作一致。结果支持文献中的一些 2e-LD 识别建议，并突出了个性化评估、双重差异化和不强调加速学术任务的潜在好处。