Stealth dyslexia

Stealth dyslexia can be understood as dyslexia that goes under the radar. Stealth dyslexia is typically seen when giftedness meets dyslexia, and often results in the dyslexia diagnosis being given very late.

The high intelligence allows the child to perform at average or slightly above average levels in writing and reading comprehension, because the child can compensate for difficulties using cognitive compensation strategies. However, these compensation strategies are resource-intensive for the child and can often lead to significant frustration and negative self-perception.

The term "stealth dyslexia" is used because dyslexia in these individuals often does not present as clearly. It therefore requires a broader and deeper curiosity regarding the child's performance to identify it. Results from cognitive tests such as the WISC-V can reveal performance profiles that may be indicative of dyslexia and can therefore be helpful in the diagnosis.

A research study from Radboud University in the Netherlands from 2014 examined why the cognitive profile must be considered when dyslexia is suspected in gifted individuals. The Dutch dyslexia test closely resembles the Danish test, rendering the results extremely pertinent for Danish children. The study demonstrates that gifted individuals with dyslexia score significantly higher on nonsense word reading than average-ability individuals with dyslexia, indicating that nonsense word reading is not an effective diagnostic tool for gifted children.

Drs. Fernette and Brock Eide are leading researchers in dyslexia and were the first to articulate the concept of stealth dyslexia. According to them, there are several commonalities among gifted individuals with dyslexia. They typically exhibit:

• Typical characteristic dyslexia-related difficulties with word processing and written work.
• Results in cognitive tests that align with the difficulties typical of individuals with dyslexia.
• Reading skills that appear to fall within the normal or even superior range for children their age, at least in terms of reading comprehension.

We have collected some articles that offer a more comprehensive look at the concept. You can access them here