Editing Hyperlexia

{{short description|Significantly advanced reading ability in children}}
[[File:William-Adolphe Bouguereau (1825-1905) - The Difficult Lesson (1884).jpg|thumb|right|240px|[[William-Adolphe Bouguereau]], ''The Difficult Lesson'' (1884)]]
{{Reading}}
'''Hyperlexia''' is a [[syndrome]] characterized by a [[child]]'s [[wiktionary:precocious|precocious]] [[Literacy|ability to read]]. It was initially identified by Norman E. Silberberg and Margaret C. Silberberg (1967), who defined it as the precocious ability to read words without prior training in learning to read, typically before the age of five. They indicated that children with hyperlexia have a significantly higher word-decoding ability than their [[reading comprehension]] levels.<ref>{{cite journal|last=Richman|first=Lynn, C.|author2=Wood, K.M.|title=Learning disability subtypes: classification of high functioning hyperlexia|journal=Brain and Language|year=2002|volume=82|issue=1|pages=10–21|doi=10.1016/S0093-934X(02)00007-X|pmid=12174811|s2cid=23218407}}</ref> Children with hyperlexia also present with an intense fascination for written material at a very early age.<ref name=":0">{{Cite journal|title=Hyperlexia: Systematic review, neurocognitive modelling, and outcome|last=Ostrolenk|first=Alexia|date=May 2017|doi=10.1016/j.neubiorev.2017.04.029|pmid=28478182|volume=79|journal=Neuroscience & Biobehavioral Reviews|pages=134–149|doi-access=free}}</ref>

Hyperlexic children are characterized by word-reading ability well above what would be expected given their age.<ref>{{cite journal|last1=Newman|first1=Tina M.|last2=Macomber|first2=Donna|last3=Naples|first3=Adam J.|last4=Babitz|first4=Tammy|last5=Volkmar|first5=Fred|last6=Grigorenko|first6=Elena L.|title=Hyperlexia in Children with Autism Spectrum Disorders|journal=[[Journal of Autism and Developmental Disorders]]|date=19 September 2006|volume=37|issue=4|pages=760–774|doi=10.1007/s10803-006-0206-y|url=http://www.yale.edu/eglab/pdf/NewmanEtAl.pdf|access-date=12 February 2016|pmid=17048093|s2cid=23401685|url-status=dead|archive-url=https://web.archive.org/web/20150421074905/http://www.yale.edu/eglab/pdf/NewmanEtAl.pdf|archive-date=21 April 2015}}</ref> First named and scientifically described in 1967, it can be viewed as an ability in which word recognition ability goes far above expected levels of skill.<ref name="Grigorenko">{{cite journal|last1=Grigorenko|first1=Elena L.|last2=Klin|first2=Ami|last3=Volkmar|first3=Fred|title=Annotation: Hyperlexia: disability or superability?|journal=[[Journal of Child Psychology and Psychiatry]]|date=November 2003|volume=44|issue=8|pages=1079–1091|doi=10.1111/1469-7610.00193|pmid=14626452|citeseerx=10.1.1.456.6283}}</ref> Some hyperlexics, however, have trouble understanding speech.<ref name=Grigorenko/> Some experts believe that most children with hyperlexia, or perhaps even all of them, lie on the [[autism spectrum]].<ref name=Grigorenko/><ref name=":0" /> However, one expert, [[Darold Treffert]], proposes that hyperlexia has subtypes, only some of which overlap with [[autism]].<ref name="Hyperlexia Types">{{cite web|last1=Treffert |first1=Darold A. |title=Hyperlexia: Reading Precociousness or Savant Skill? Distinguishing autistic-like behaviors from Autistic Disorder |url=https://www.wisconsinmedicalsociety.org/professional/savant-syndrome/resources/articles/hyperlexia-reading-precociousness-or-savant-skill/ |website=[[Wisconsin Medical Society]] |access-date=12 February 2016 |archive-url=https://web.archive.org/web/20150823211138/https://www.wisconsinmedicalsociety.org/professional/savant-syndrome/resources/articles/hyperlexia-reading-precociousness-or-savant-skill/ |archive-date=23 August 2015 |date=2011 |url-status=dead }}</ref><ref>{{cite journal|last1=Treffert|first1=Darold A.|title=Hyperlexia III: Separating 'Autistic-like' Behaviors from Autistic Disorder; Assessing Children who Read Early or Speak Late|journal=[[WMJ]]|date=December 2011|volume=110|issue=6|pages=281–287|pmid=22324205|url=https://www.wisconsinmedicalsociety.org/_WMS/publications/wmj/pdf/110/6/281.pdf|access-date=12 February 2016|archive-url=https://web.archive.org/web/20190709095824/https://www.wisconsinmedicalsociety.org/_WMS/publications/wmj/pdf/110/6/281.pdf|archive-date=9 July 2019}}</ref> Between five and twenty percent of autistic children have been estimated to be hyperlexic.<ref>{{cite journal|last1=Burd|first1=Larry|last2=Kerbeshian|first2=Jacob|title=Hyperlexia and a variant of hypergraphia.|journal=[[Perceptual and Motor Skills]]|date=June 1985|volume=60|issue=3|pages=940–2|doi=10.2466/pms.1985.60.3.940|pmid=3927257|s2cid=6158584}}</ref><ref>{{Cite journal|last1=Grigorenko|first1=Elena L.|last2=Klin|first2=Ami|last3=Pauls|first3=David L.|last4=Senft|first4=Riley|last5=Hooper|first5=Catalina|last6=Volkmar|first6=Fred|date=2002-02-01|title=A Descriptive Study of Hyperlexia in a Clinically Referred Sample of Children with Developmental Delays|journal=Journal of Autism and Developmental Disorders|language=en|volume=32|issue=1|pages=3–12|doi=10.1023/A:1017995805511|pmid=11916330|s2cid=20220209|issn=0162-3257}}</ref>

Hyperlexic children are often fascinated by [[letter (alphabet)|letter]]s or [[number]]s. They are extremely good at decoding language and thus often become very early readers. Some English-speaking hyperlexic children learn to spell long words (such as ''[[elephant]]'') before they are two years old and learn to read whole sentences before they turn three.

== Etymology==
The word hyperlexia is derived from the [[Greek language|Greek]] terms {{Lang|grc-latn|hyper}} 'over, beyond, overmuch, above measure'<ref>{{cite web |url= https://www.etymonline.com/word/hyper- |title=hyper- |last=Harper |first=Douglas |website=Etymonline |access-date=2020-05-25 }}</ref> and {{Lang|grc-latn|lexis}} 'word'.<ref>{{cite web |url= https://www.etymonline.com/word/dyslexia |title=dyslexia |last=Harper |first=Douglas |website=Etymonline |access-date=2020-05-25 }}</ref>

==Development==
{{Refimprovesection|date=September 2021}}
Although hyperlexic children usually learn to read in a non-communicative way, several studies have shown that they can acquire reading comprehension and communicative language after the onset of hyperlexia.<ref name=":0" /> They follow a different developmental trajectory relative to neurotypical individuals, with milestones being acquired in a different order. Despite hyperlexic children's precocious reading ability, they may struggle to [[communicate]]. Often, hyperlexic children will have a precocious ability to read but will learn to speak only by [[rote learning|rote]] and heavy repetition, and may also have difficulty learning the [[rules of language]] from examples or from [[trial and error]], which may result in social problems. Their language may develop using [[echolalia]], often repeating words and sentences. Often, the child has a large [[vocabulary]] and can identify many objects and pictures, but cannot put their language skills to good use. Spontaneous language is lacking and their [[Pragmatics|pragmatic speech]] is [[Language delay|delayed]]. Hyperlexic children often struggle with [[Five Ws|Who? What? Where? Why? and How? questions]]. Between the ages of four and five years old, many children make great strides in communicating.

The [[social skills]] of a child with hyperlexia often lag tremendously. Hyperlexic children often have far less interest in playing with other children than do their peers.{{Citation needed|date=November 2024}}

==Types of hyperlexia==

In one paper, [[Darold Treffert]] proposes three types of hyperlexia.<ref name="Hyperlexia Types"/> Specifically:
*Type 1: [[Neurotypical]] children who are very early readers.
*Type 2: Autistic children who demonstrate very early reading as a [[splinter skill]].
*Type 3: Very early readers who are not on the autism spectrum, though they exhibit some "autistic-like" traits and behaviours which gradually fade as the child gets older.

A different paper by [[Rebecca Williamson Brown]], [[Doctor of Optometry|OD]] proposes only two types of hyperlexia.<ref>{{cite web|last1=Brown|first1=Rebecca Williamson|title=Hyperlexia: Related to Vision and Language Problems|url=http://www.nldline.com/hyperlexia.htm|website=NLDline|access-date=12 February 2016|archive-date=28 February 2016|archive-url=https://web.archive.org/web/20160228003317/http://www.nldline.com/hyperlexia.htm|url-status=dead}}</ref> These are:
*Type 1: Hyperlexia marked by an accompanying language disorder.
*Type 2: Hyperlexia marked by an accompanying [[visual-spatial learning disorder]].

==Non-English studies==

In studies in [[Cantonese]] and [[Korean language|Korean]], subjects were able to read non-words in their native [[orthography]] without a delay relative to the speed with which they read real words in their native orthography. There is a delay noted with [[English orthography#Spelling irregularities|exception words]] in [[English language|English]], including the examples ''chaos'', ''unique'', and ''enough''. These studies also illustrate difficulties in understanding what it is that they are reading. The findings suggest that non-hyperlexic readers rely more heavily on word [[semantics]] in order to make inferences about word meaning.<ref name="HyperK">{{cite journal|last1=Lee|first1=Sung Hee|last2=Hwang|first2=Mina|title=Word and nonword processing without meaning support in Korean-speaking children with and without hyperlexia|journal=[[Reading and Writing]]|date=1 August 2014|volume=28|issue=2|pages=217–238|doi=10.1007/s11145-014-9522-3|s2cid=143655030}}<!--|access-date=12 February 2016--></ref><ref name="HyperC">{{cite journal|last1=Wong|first1=W.|last2=Weekes|first2=B.|last3=Iao|first3=L.|last4=To|first4=K.|last5=Su|first5=I.|title=Is Reading Aloud Semantically Mediated in Chinese Hyperlexia?|journal=Procedia - Social and Behavioral Sciences|date=October 2013|volume=94|pages=153–154|doi=10.1016/j.sbspro.2013.09.075|doi-access=free}}</ref>

The Cantonese study distinguish [[homograph]]s and determine the readings for rarely used characters. In this study, the subject also made errors of [[phonetic analogy]] and regularization of sound. The authors of the study suggest that the two-routes model for reading Chinese characters may be in effect for hyperlexics. The two-routes model describes understanding of Chinese characters in a purely phonetic sense and the understanding of Chinese characters in a semantic sense.<ref name="HyperC" />

The semantics deficit is also illustrated in the study of Korean hyperlexics through a priming experiment. Non-hyperlexic children read words primed with a related image faster than non-primed words while hyperlexics read them at the same pace. Lee Sunghee and Hwang Mina, the authors of the Korean study, also found that hyperlexics have fewer errors in non-word reading than non-hyperlexics. They suggest that this may be because of an imbalance in the [[phonological]], [[orthographical]], and semantic understandings of the subjects' native language and writing system, in this case, [[Hangul]]. This combination of the parts of linguistics is known as [[connectionism]], in which non-words are distinguished from words by differences in interaction between phonology, orthography, and semantics.<ref name="HyperK" />

In the Lee and Hwang study, the subjects scored lower on general language test and vocabulary tests than the average for their age groups. Literacy education in [[South Korea]] involves teaching students entire words, rather than starting with the relationship between phonemes and letters in Hangul, despite evidence that letter name knowledge is useful for learning to read words that have not been taught. The results suggest that hyperlexics are able to obtain the relations between letters (or the smallest unit of the writing system) and their phonemes without knowing the names.<ref name="HyperK" /><ref name="Klit">{{cite journal|last1=Kim|first1=Young-Suk|title=The foundation of literacy skills in Korean: the relationship between letter-name knowledge and phonological awareness and their relative contribution to literacy skills|journal=Reading and Writing|date=29 June 2008|volume=22|issue=8|pages=907–931|doi=10.1007/s11145-008-9131-0|s2cid=146180409}}</ref>

[[Reading comprehension|Comprehension]] difficulties can also be a result of hyperlexia. Semantics and comprehension both have ties to meaning. Semantics relates to the meaning of a certain word while comprehension is the understanding of a longer text. In both studies, interpretation-based and meaning-based tests proved difficult for the hyperlexic subjects. In the Weeks study, the subject was unable to identify characters based on the logographic aspect of the writing system, and in the Lee and Hwang study, priming was ineffective in decreasing reading times for hyperlexics.<ref name="HyperK" /><ref name="HyperC" /><ref name="Klit" />

==References==
{{Reflist}}

==Further reading==
* {{cite book|last1=Gilman|first1=Priscilla|title=The Anti-Romantic Child: A Memoir of Unexpected Joy|date=2012|publisher=Harper Perennial|isbn=978-0061690280}}
*{{cite journal |last1=Newman |first1=TM |last2=Macomber |first2=D |last3=Naples |first3=AJ |last4=Babitz |first4=T |last5=Volkmar |first5=F |last6=Grigorenko |first6=EL |title=Hyperlexia in children with autism spectrum disorders |journal=Journal of Autism and Developmental Disorders |date=April 2007 |volume=37 |issue=4 |pages=760–74 |doi=10.1007/s10803-006-0206-y |pmid=17048093|s2cid=23401685 }}
* {{cite journal|last1=Lamônica|first1=DA|last2=Gejão|first2=MG|last3=Prado|first3=LM|last4=Ferreira|first4=AT|title=Reading skills in children diagnosed with hyperlexia: case reports|journal=Codas|date=2013|volume=25|issue=4|pages=391–5|pmid=24408490|doi=10.1590/S2317-17822013000400016|doi-access=free}}
*{{cite news|last1=Treffert|first1=Darold|title=Oops! When "Autism" Isn't Autistic Disorder: Hyperlexia and Einstein Syndrome|url=https://blogs.scientificamerican.com/mind-guest-blog/oops-when-autism-isnt-autistic-disorder-hyperlexia-and-einstein-syndrome/|access-date=December 6, 2017|publisher=[[Scientific American Mind]]|date=July 8, 2013}}

{{Wiktionary}}
{{Pervasive developmental disorders}}
{{Autism resources}}

[[Category:Autism]]
[[Category:Mental disorders diagnosed in childhood]]
[[Category:Learning to read]]
[[Category:Reading (process)|*Hyper]]
[[Category:Speech and language pathology]]