Comparing the intelligence-reading relationship in gifted and twice-exceptional twin students: A case analysis

This comparative case study examined how WISC-IV cognitive index profiles relate to reading outcomes in two pairs of twins (N = 4; ages 9.17 and 9.50 years). One pair consisted of twice-exceptional (2E) students with giftedness and ADHD, whereas the other comprised gifted twins without an additional diagnosis. Cognitive functioning was assessed using Full Scale IQ (FSIQ) and the WISC-IV indices of Verbal Comprehension, Perceptual Reasoning, Working Memory, and Processing Speed. Reading…

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