Enfants avec un Haut Potentiel Intellectuel et présentant un TSLE-SCO (dyslexie) : une revue systématique de la littérature sur ces enfants doublement exceptionnels
Bibliographic record
Abstract
Since the 1980s, authors have been describing the co-occurrence of giftedness and neuro-developmental disorder. This is known as “twice exceptionality”. Among the neuro-developmental disorder that may be associated with giftedness is reading disorder, formerly known as “dyslexia”. Some researchers have established that a masking effect complicates the identification of these two conditions when they are present as part of a twice exceptionality. This is why the identification of the twice exceptional child has been the subject of some scientific research. However, the authors state that the literature is much poorer than it appears, particularly in the French-speaking world. The aim of this systematic review of literature is therefore to compare the profile and identification criteria of French-speaking and English-speaking twice exceptional children, to study the transferability of the results obtained from one population to the other. To do this, a bibliographic search was carried out in six databases: Odébu+, PubMed, Cochrane Library, LiSSa, ScienceDirect and APA PsycInfo. Fourteen articles were included in this review, based on the previously defined inclusion criteria. The results of eleven American, English, and Canadian empirical studies, two American and French meta-analyses and one Australian literature review were analyzed. None of the fourteen studies was carried out on a French-speaking sample, preventing us from meeting the objective of this work. Although interesting results have been obtained in English-speaking countries, their transferability to the French-speaking population remains to be demonstrated. These results confirm the existence of a considerable lack of data about twice exceptionality, particularly in the French-speaking world, and encourage further scientific research on this subject.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.007 | 0.021 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.006 | 0.004 |
| Bibliometrics | 0.016 | 0.013 |
| Science and technology studies | 0.001 | 0.002 |
| Scholarly communication | 0.004 | 0.005 |
| Open science | 0.001 | 0.002 |
| Research integrity | 0.002 | 0.002 |
| Insufficient payload (model declined to judge) | 0.004 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".