Students who are considered "Stealth Dyslexics" may use their gifts and talents to mask their disability until the time comes when the rigor of academics peels away the mask and students are identified in middle or high school with dyslexia or reading difficulties. The primary aim of this mixed methods study was to investigate a reading fluency intervention, Stealth Morph, on identified twice exceptional (2E) students with stealth dyslexia. The intervention uses Greek and Latin roots as a morphemic approach to help students access the building blocks of academic words. The intervention consisting of 10 units to be used daily for 10 weeks (about 2 and a half months) targeted 2E students with stealth dyslexia in the Midwest. A single case multiple probe design across stimulus tiers along with qualitative participant diary entries and final surveys were used to determine if gains are made in reading fluency and the students' perceptions of their reading growth during the intervention. There is evidence that the Stealth Morph Intervention leads to improved outcomes for twice exceptional learners, including comprehension. Other populations of learners may also benefit from this intervention. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]