Hyperlexia—Specific Word Recognition Skills in Young Children

Silberberg, Norman E.; Silberberg, Margaret C.

doi:10.1177/001440296703400106

Cited by 127 publications

(48 citation statements)

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“…The term Hyperlexia was first used by Silberberg and Silberberg (1967) to describe individuals whose ability to "recognise certain words is on a higher level than their ability to comprehend and integrate them" (p. 41). Furthermore, the authors suggested the existence of a "continuum of word recognition skills" independent of general verbal functioning, across both typical and atypical reading development.…”

Section: Introductionmentioning

confidence: 99%

Hyperlexia in a 4-year-old boy with Autistic Spectrum Disorder

Atkin

Lorch

2006

Journal of Neurolinguistics

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This paper presents a case study of a four-year-old boy with Autistic Spectrum Disorder and a mental age of approximately 1;5 who demonstrates precocious oralreading behaviour in the absence of spontaneous speech. Tests of reading regular and irregular words, pseudowords, homographic heterophones, single sentences and texts were carried out. Performance on a variety of reading tasks suggests the ability to use grapheme-phoneme correspondences and whole word reading for decoding single words. In addition, successful reading of some homographic heterophones and semantic paraphrasing of texts suggests a level of lexical, syntactic, semantic and pragmatic development far beyond his mental or chronological age. The realisation of highly developed reading ability is paradoxical in the context of profound impairment in cognitive development and an absence of spoken language.

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Section: Introductionmentioning

confidence: 99%

Hyperlexia in a 4-year-old boy with Autistic Spectrum Disorder

Atkin

Lorch

2006

Journal of Neurolinguistics

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“…This subgroup of children has most often been referred to as having hyperlexia (Aaron, Frantz, & Manges, 1990;Aram, Rose, & Horwitz, 1984). Initially, this term was reserved for children with precocious and exceptional word decoding skills in the face of limited comprehension and cognitive abilities, a profile occasionally associated with autism (Elliot & Needleman, 1976;Silberberg & Silberberg, 1967). However, more recently, hyperlexia has been used to characterize children with poor language comprehension and relatively good word recognition (Gough & Tunmer, 1986).…”

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confidence: 99%

Subgrouping Poor Readers on the Basis of Individual Differences in Reading-Related Abilities

2003

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The present study investigated the use of the Reading Component Model to subgroup poor readers. A large sample of poor readers was identified in second grade and subgrouped on the basis of relative strengths and weaknesses in word recognition and listening comprehension. Although homogeneous subgroups were not identified, poor readers could be classified into four subgroups that differed significantly in reading-related abilities. Further analyses showed that poor readers' strengths and weaknesses in listening comprehension, and to a lesser extent in word recognition, were foreshadowed by their abilities on related kindergarten measures. Follow-up testing in the fourth grade indicated that poor readers' individual differences in word recognition and listening comprehension were consistent and that subgroups were moderately stable. The implications of these results for the assessment and remediation of reading disabilities are discussed.

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“…Hyperlexia, also known as direct dyslexia, refers to individuals who possessed superior recognition of print beyond the vocabulary before the age of five (Tyre & Young, 1994). The term "hyperlexia" was first coined by Silberberg and Silberberg (1967) to describe individuals who possessed superior ability in word recognition that was on a higher level than their comprehension ability.…”

Section: Hyperlexiamentioning

confidence: 99%