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Students who are twice-exceptional can present a puzzling paradox to their families and teachers. These students demonstrate evidence of high ability in some domains, while also meeting criteria for one or more disabilities. The proposed study will focus on one specific group of twice-exceptional students: high ability students diagnosed with specific learning disorder (SLD) with impairment in written expression. While research within the field of twice-exceptionality, especially empirical research, is relatively limited, several studies have examined various aspects of cognitive, academic, and psychosocial functioning among high ability students with SLD across academic areas (often referred to within the literature as gifted/learning disabled, or GLD students) demonstrating varied findings across the three domains. The current study will seek to expand upon findings of specific cognitive and psychosocial functioning differences between high ability students without disabilities and GLD students with impairment in written expression to increase understanding of the strengths and needs that differentiate these students from high ability students without disabilities. Specifically, the overarching aim of this study was to understand the influence of select cognitive and psychosocial variables on SLD-W diagnosis, over and above contributions of covariates including academic performance and grade level. Scores on a variety of cognitive, academic, and psychosocial measures were reported for a total sample of 339 cases (TG = 255, GLD-W = 84). Logistic regression analyses were conducted on variables selected based on a theoretical framework to determine their influence on the likelihood of SLD-W diagnosis. Results of these analyses consistently demonstrated a significant impact of writing achievement, as well as significant contributions of grade level, parent ratings of attention, and, in one model, fluid reasoning. Relevance of these findings and directions for future research were addressed.
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