Compensation Strategies Used by High-Ability Students With Learning Disabilities who Succeed In College

By Sally M. Reis, J. Mcguire, Terry W. Neu. 2000

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Empirical Investigation of Twice-Exceptionality: Where Have We Been and Where Are We Going? (2011, background): “To help students process feelings such as frustration, anxiety, and anger, as well as help build resilience, counseling services are recommended when these psychosocial issues are identified through a comprehensive evaluation (Assouline et al., 2010; Coleman, 1992; Nielsen, 2002; Reis et al., 2000).”
Cognition, Metacognition, and Achievement of College Students with Learning Disabilities (2005, background): “Considerable evidence shows that the word reading ability of adults with LD is consistently lower than that of their nondisabled peers (Apthorp, 1995; Bruck, 1990; Ritter, 2000).”
We Recruit Them, But Then What? The Educational and Psychological Experiences of Academically Talented Undergraduates (2004, background): “…the same lines, a gifted student with a learning disability, as identified through a clinical diagnosis of a learning disability and some measure of giftedness (e.g., IQ or achievement test scores), is not likely to discover his or her best compensation strategies until college (Reis et al., 2000).”