That is very much what I meant. There is no obvious reason why social-emotional asynchrony should be the only aspect of their development that doesn't fit in the box.
Reading, in particular, is a complex skill requiring multiple factors to be in place before it becomes operational. If one were to break out the individual cognitive, emotional, and executive function skills necessary for effective reading, and compare the development of a GT child in each area with that of an NT child in the respective areas, I think we might find that some stealth dyslexics are not so much behind in some areas, but so far ahead in other areas that they developed workarounds while waiting for the last needed skill to catch up. It is already known from fMRI research on dyslexics that they use an atypical cognitive approach to decoding ("wrong" if you will). It is also known that one can re-train them, to some extent, to decode differently ("normally"), and that this does have payoffs in terms of reading fluency (and consequently, comprehension). This is the objective of all the LB and OG therapies we talk about constantly for treating dyslexia. Of course, after a certain point in brain development, it is much more difficult to alter these patterns. It is also difficult to find trial words to "force" the application and practice of decoding skills sufficient to automatize orthographic mapping, when an individual has already memorized an enormous sight vocabulary using what would normally be a highly inefficient memory method, but which works with an exceptional rote memory.
