Hyperlexia: Systematic review, neurocognitive modelling, and outcome (2024)

FAQs

What is the conclusion of hyperlexia? ›

Conclusion: Hyperlexia, understood as meaning a little island of ability in children with autism and ASD, poses a number of questions and represents an important challenge in neuropsychological research in this population.

Hyperlexia is characterised by strong decoding skills and delayed comprehension. Hyperlexia is strongly associated with autism (84% of cases are on the spectrum).

Hyperlexic reading is therefore associated with hyperactivation of the left superior temporal cortex, much in the same way as developmental dyslexia is associated with hypoactivation of this area.

The main treatment for Hyperlexia will be delivered by a speech and language therapist who will focus on developing and supporting communication and social interaction skills. Therapy will use the individual's advance reading and visual abilities as a tool for therapy and language learning.

There are three kinds of hyperlexia: Hyperlexia 1 consists of bright, neurotypical children who simply read early. Watching a child read books out loud to his or her nursery school class is always quite startling. But eventually most other children learn to read as well so that gap disappears over time.

Still, hyperlexia alone doesn't serve as an autism diagnosis. It's possible to have hyperlexia without autism. Every child is wired differently, and by paying close attention to how your child communicates, you'll be able to get them the support they need to maximize their potential.

Objective: Hyperlexic-like reading (defined as word decoding much better than comprehension) has been associated with autism spectrum disorder (ASD). Here we study correlates of a hyperlexic-like reading style (HPL) in ADHD, a condition known to co-occur both with reading difficulties and ASD.

Hyperlexia is a syndrome characterized by a child's precocious 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.

Hyperlexia I is not a disorder and doesn't need a diagnosis. Hyperlexia II is diagnosed by: Ability to read far above what's expected based on a child's age. Obsession with numbers and letters.

Hyperlexia 1: Neurotypical children without learning disabilities who start reading precociously and far above their age level. They do not show autism features.

What are the three primary characteristics evaluated for diagnosis on the autism spectrum? ›

Signs and Symptoms of ASD. People with ASD have difficulty with social communication and interaction, restricted interests, and repetitive behaviors.

People with hyperlexia have an innate ability to decode or sound out words very quickly and are commonly known as “super readers”. They generally have a very good auditory and visual memory. While they can read well, they may have verbal communication skills that are below their age level.

Hyperlexia is extremely rare.

Thus, hyperlexia can be a splinter skill in savant syndrome in a child with an underlying autism spectrum disorder, but it is not necessarily so and the differentiation of autism spectrum disorder from “autistic-like” behaviors is a critical one in terms of intervention, treatment and outcome.

Hyperlexia 1 is not a disorder as such and really does not require nor warrant a diagnosis. The differences in intervention strategies, educational placements, outcomes and long-term implications of an ASD diagnosis warrants caution when applying to a child who reads early or speaks late.

It is suggested that hyperlexia may represent a point of convergence of several genetically-linked developmental disorders.

Hyperlexia III: This type is like hyperlexia II, but the symptoms decrease over time and finally disappear. Children with hyperlexia III generally tend to have excellent reading comprehension, but their verbal language development may be behind, and they also have remarkable memories.

If your child is reading at a remarkably young age, it does not automatically mean that they are hyperlexic or that they are on the autism spectrum. Sometimes gifted children will begin to read at a very young age, too. The key is to recognize your child's early reading ability and talk to a professional about it.

Use speech scripts to model conversation skills.

Kids with hyperlexia have to be taught social and speech skills very specifically. So if you want them to be a good conversationalist, then you'll need to teach them exactly what to say when someone asks them a question.

The 2 tests that are considered the gold-standard for diagnosing ASD include the Autism Diagnostic Observation Schedule (ADOS) and the Autism Diagnostic Interview-Revised.

What are the most common first 3 symptoms that appear in autism spectrum disorder? ›

People with ASD often have problems with social communication and interaction, and restricted or repetitive behaviors or interests. People with ASD may also have different ways of learning, moving, or paying attention. It is important to note that some people without ASD might also have some of these symptoms.

Population-based studies have found that, in addition to the individuals with ASD, many others exhibit subthreshold autistic or autisticlike traits (ALTs), that is, problems or peculiarities in sociocommunicative behavior, perception of others and self, and adaptation to the environment that do not meet formal criteria ...

The incidence of hyperlexia has been estimated to be 6. 6% of school-aged children with pervasive developmental disorders (Burd, Kerbeshian, and Fisher, 1985). This is the equivalent of a prevalence rate of o. 2 per 10, 000 children (Burd and Kerbeshian, 1988).

In a later study, O'Connor & Hermelin (1991) noted that the mean IQ of savants with autism was considerably higher than that of non-savants (non-verbal IQ 72 versus 52; verbal IQ equivalent 70 versus 59).

To conclude, people had their own capabilities, ability, and talents. You may not be good at all things, but one thing for sure was you have your own unique talent. Discover and strive to what interests you more and use it in your learning strategies like what Ram did to Ishaan.

In conclusion, dyslexia is prevalent in our society, though not well recognized or understood. It is a life-long condition, which affect both children in school and adults in their vocational and social environments.

When the words are understood and transcend the pages to become thoughts and ideas then you are truly reading. Comprehension therefore is the capacity for understanding those thoughts and ideas. Applying what you have read and understood becomes the successful conclusion.

Your conclusion gives your reader something to take away that will help them see things differently or appreciate your topic in personally relevant ways. It can suggest broader implications that will not only interest your reader, but also enrich your reader's life in some way.

A helpful acronym to remember the 5 parts is SHEEP – Every child shall be: Safe, Healthy, Enjoy/Achieve, Economic, Positive contribution. Each of these aims is subject to a detailed framework whereby multi-agency partnerships work together to achieve the objectives of the initiative.

It also includes 25 specific aims for children and young people and explicitly relates OFSTED inspection criteria to the 5 outcomes. The 5 outcomes are: Being Healthy so that they are physically, mentally, emotionally and sexually healthy, have healthy lifestyles and choose not to take illegal drugs.

What is the most important thing for a child? ›

Having a safe and loving home and spending time with family―playing, singing, reading, and talking―are very important. Proper nutrition, exercise, and sleep also can make a big difference.

Children with dyslexia learn most easily through hands-on activities. They need manipulatives when solving math problems rather than relying on pencil and paper. When learning math concepts, for example, let them see and understand what is happening instead of giving them facts or rules to memorize.

You probably will read slowly and feel that you have to work extra hard when reading. You might mix up the letters in a word — for example, reading the word "now" as "won" or "left" as "felt." Words may also blend together and spaces are lost. You might have trouble remembering what you've read.