Abstract
Jeremy stood up, walked, and talked at exceptionally young ages, and he showed a natural ability in math. His curiosity and oral communication made him stand out among age peers, and the adults in his life considered him gifted. Yet, after completing first grade and despite a strong preschool program, Jeremy was having difficulty learning to read. His self-esteem was suffering as he encountered trouble learning for the first time in his life.
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Brody, L.E., Mills, C.J. (2004). Linking Assessment and Diagnosis to Intervention for Gifted Students with Learning Disabilities. In: Newman, T.M., Sternberg, R.J. (eds) Students with Both Gifts and Learning Disabilities. Neuropsychology and Cognition, vol 25. Springer, Boston, MA. https://doi.org/10.1007/978-1-4419-9116-4_5
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