{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,10,9]],"date-time":"2026-10-09T23:40:54Z","timestamp":1791589254519,"version":"4.3.4"},"reference-count":47,"publisher":"MDPI AG","issue":"6","license":[{"start":{"date-parts":[[2026,6,21]],"date-time":"2026-06-21T00:00:00Z","timestamp":1782000000000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["Behavioral Sciences"],"abstract":"<jats:p>Research on twice-exceptional students, particularly those with co-occurring intellectual giftedness and dyslexia, remains limited and conceptually fragmented. This study examines the reading- and writing-related profiles of these students by comparing three groups: gifted students without dyslexia (G), gifted students with dyslexia (G-D), and dyslexic students without intellectual giftedness (D). The sample consisted of 133 Spanish-speaking primary school students (Grades 3\u20136). The results revealed a distinct and non-linear performance pattern. G-D students exhibited marked difficulties in lower-level literacy processes, including phonological and lexical processing, with a performance pattern closer to that of dyslexic peers. However, they showed relative strengths in higher-order language abilities, particularly text comprehension, oral comprehension, and written composition. The findings suggest a non-uniform profile of reading- and writing-related abilities in these students, characterized by weaknesses in several lower-level literacy processes and relative strengths in some higher-order language abilities. This pattern may contribute to the underidentification of these students across educational and clinical contexts. By providing empirical evidence from Spanish, a relatively underexplored orthographic context, this study contributes to current models of twice-exceptionality and highlights the need for more sensitive and staged identification procedures, as well as multidimensional assessment and intervention approaches that address both strengths and weaknesses.<\/jats:p>","DOI":"10.3390\/bs16061036","type":"journal-article","created":{"date-parts":[[2026,6,22]],"date-time":"2026-06-22T09:49:55Z","timestamp":1782121795000},"page":"1036","update-policy":"https:\/\/doi.org\/10.3390\/mdpi_crossmark_policy","source":"Crossref","is-referenced-by-count":1,"title":["Literacy Profiles in Twice-Exceptional Preadolescents with Intellectual Giftedness and Dyslexia"],"prefix":"10.3390","volume":"16","author":[{"ORCID":"https:\/\/orcid.org\/0009-0007-2752-3142","authenticated-orcid":false,"given":"Samuel","family":"Alonso Benito","sequence":"first","affiliation":[{"name":"Department of Education, Faculty of Education, Universidad Camilo Jos\u00e9 Cela, 28692 Madrid, Spain"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Luz Florinda","family":"P\u00e9rez S\u00e1nchez","sequence":"additional","affiliation":[{"name":"Department of Education, Faculty of Education, Universidad Camilo Jos\u00e9 Cela, 28692 Madrid, Spain"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-5625-2595","authenticated-orcid":false,"given":"\u00c1ngeles","family":"Bueno Villaverde","sequence":"additional","affiliation":[{"name":"Department of Education, Faculty of Education, Universidad Camilo Jos\u00e9 Cela, 28692 Madrid, Spain"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"1968","published-online":{"date-parts":[[2026,6,21]]},"reference":[{"key":"ref_1","doi-asserted-by":"crossref","unstructured":"Alonso Benito, S., P\u00e9rez S\u00e1nchez, L. 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