Potential, Performance, and Paradox: A Case Study of J.P., a Verbally Gifted, Struggling Reader

Abstract

While numerous studies have described a picture of the prototypical struggling reader, children who struggle to read but possess other verbal and creative talents have been neglected in the literature. Because they are expected to acquire literacy quickly and easily, verbally gifted, struggling readers often encounter a different set of problems from other children who fail to read in the primary grades. In this case study, an 8-year-old, verbally gifted, struggling reader's difficult experiences at home and school are discussed, along with the responses of those in his life to his paradox of being highly verbal yet failing at reading.