Relevant bibliographies by topics / Hyperlexia in children

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Academic literature on the topic 'Hyperlexia in children'

Author: Grafiati
Published: 4 June 2021
Last updated: 10 February 2022

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Journal articles on the topic "Hyperlexia in children"

1

Westby, Carol. "Children With Hyperlexia." Word of Mouth 25, no. 1 (July 26, 2013): 8. http://dx.doi.org/10.1177/1048395013496550b.

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2

Murdick, Nikki L., Barbara C. Gartin, and Shaila M. Rao. "Teaching Children with Hyperlexia." TEACHING Exceptional Children 36, no. 4 (March 2004): 56–59. http://dx.doi.org/10.1177/004005990403600408.

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3

Burd, Larry, Jacob Kerbeshian, and Wayne Fisher. "Inquiry into the Incidence of Hyperlexia in a Statewide Population of Children with Pervasive Developmental Disorder." Psychological Reports 57, no. 1 (August 1985): 236–38. http://dx.doi.org/10.2466/pr0.1985.57.1.236.

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Hyperlexia is a condition occurring in a group of children who traditionally have been described as having word-recognition reading skills which far exceed their other language and cognitive abilities. The incidence of this particular skill in a group of children with pervasive developmental disorders had not previously been documented. In the state of North Dakota 68 children who meet DSM-III criteria for pervasive developmental disorders (including autism) have been identified. Four of these children show hyperlexia. This computes to a prevalence rate of 6.6% of school-aged children with pervasive developmental disorders.
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4

Newman, Tina M., Donna Macomber, Adam J. Naples, Tammy Babitz, Fred Volkmar, and Elena L. Grigorenko. "Hyperlexia in Children with Autism Spectrum Disorders." Journal of Autism and Developmental Disorders 37, no. 4 (September 19, 2006): 760–74. http://dx.doi.org/10.1007/s10803-006-0206-y.

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5

Temple, Christine M., and Rebecca Carney. "Reading Skills in Children with Turner's Syndrome: An Analysis of Hyperlexia." Cortex 32, no. 2 (June 1996): 335–45. http://dx.doi.org/10.1016/s0010-9452(96)80055-4.

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6

BURD, LARRY, WAYNE FISHER, DOUGLAS KNOWLTON, and JACOB KERBESHIAN. "Hyperlexia: A Marker for Improvement in Children With Pervasive Developmental Disorder?" Journal of the American Academy of Child & Adolescent Psychiatry 26, no. 3 (May 1987): 407–12. http://dx.doi.org/10.1097/00004583-198705000-00022.

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7

Cohen, M. "Neuropsychological profiles of children diagnosed as specific language impaired with and without hyperlexia." Archives of Clinical Neuropsychology 12, no. 3 (1997): 223–29. http://dx.doi.org/10.1016/s0887-6177(96)00038-8.

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8

Lin, Chu-Sui. "Early language learning profiles of young children with autism: Hyperlexia and its subtypes." Research in Autism Spectrum Disorders 8, no. 3 (March 2014): 168–77. http://dx.doi.org/10.1016/j.rasd.2013.11.004.

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9

Talero-Gutierrez, Claudia. "Hyperlexia in Spanish-speaking children: Report of 2 cases from Colombia, South America." Journal of the Neurological Sciences 249, no. 1 (November 2006): 39–45. http://dx.doi.org/10.1016/j.jns.2006.05.058.

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10

Cohen, M. J., J. Hall, and C. A. Riccio. "Neuropsychological profiles of children diagnosed as specific language impaired with and without hyperlexia." Archives of Clinical Neuropsychology 12, no. 3 (January 1, 1997): 223–29. http://dx.doi.org/10.1093/arclin/12.3.223.

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Dissertations / Theses on the topic "Hyperlexia in children"

1

Rosen, Lindy. "Reading words and reading minds : an investigation of the skills of children diagnosed with hyperlexia." Thesis, City, University of London, 2001. http://openaccess.city.ac.uk/16241/.

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This study presents an investigation of the underlying linguistic profiles often Hyperlexic children and explores the nature of the problems which give rise to their diagnosis. The subjects' unexpected exceptional decoding strength together with their similarly unusual reading comprehension failure form the focus of this study. Reasons accounting for both these phenomena are explored. Diagnosis of these subjects is considered in relation to previous definitions of Hyperlexia and claims about its symptoms, nature and association with other deficits. An overview of the controversy and conceptual confusion regarding explanations of Hyperlexia is emphasized. The sources of the Hyperlexic symptoms observed in the subjects are explored and discussed in relation to current psycho-linguistic models of reading and its development. This inquiry leads to two sets of investigations, the first focusing on the subjects' decoding skills and the second on their comprehension and inferencing abilities. The investigation explores a number of questions regarding the subjects' reading skills. These include determining whether the Hyperlexic subjects prefer one route to reading over another (use lexical or sublexical strategies), whether the deficit is modality specific, whether their unusual reading pattern is consistent over time, whether the subjects can access the semantic system and understand words they read as well as the manner in which they approach the learning of novel words (whether semantic cues help or hinder the learning of new words). Findings from the first set of questions leads to a further investigation of the subjects' comprehension failure. Word, sentence and paragraph level semantic and syntactic skills are explored and ruled out as primary sources of the comprehension breakdown. Instead, pr~gmatic language weaknesses are confirmed and a relationship is established between these symptoms and the comprehension failure. The notions of Relevance, Theory of Mind and Central Coherence are discussed and their application to Hyperlexia considered. The concluding discussion addresses a number of theoretical questions regarding the nature of Hyperlexia. Implications for intervention and possible future directions for research are proposed.
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2

Lester, Michele L. "Comprehension in children with hyperlexia." Thesis, 2003. http://hdl.handle.net/2429/14464.

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The purpose of this study was to investigate the reading comprehension problems associated with hyperlexia in young children. Two 8-year-old children with hyperlexia and two children with mild intellectual delays (MID), matched in terms of age, grade, and IQ, were evaluated using various decoding and reading comprehension tasks. Children with hyperlexia had excellent decoding abilities, far above what would be expected for their cognitive level, but did not comprehend passages as well as students without hyperlexia who had similar cognitive ability. Prior knowledge aided the reading comprehension for the MID participants, where as high interest strongly aided the comprehension for the hyperlexia participants. Students with hyperlexia demonstrated less comprehension monitoring than the MID students. Results are discussed with regards to implications for teaching children with hyperlexia and MID.
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3

Guo, Bang-Yan, and 郭邦彥. "Development of a Computerized Hyperlexia Assessment and Language Learning System for Children with Autism." Thesis, 2002. http://ndltd.ncl.edu.tw/handle/76095466654412936953.

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Abstract:
碩士
中原大學
醫學工程研究所
90
This study uses computer technology to design two web-based systems for assisting in teaching children with autism. The Hyperlexia Assessment System is used to assess hyperlexia for children with autism, aged from 4 to 9 years. The Language Learning System uses social stories, virtual situations, and pictures and texture cues, three different strategies to teach children with autism communicative oral language. 　　The Hyperlexia Assessment System uses multimedia computer technology and has interesting and interactive properties that can attract autistic children. In addition, the system records the outcomes of assessments, and evaluates the subject’s tendency in hyperlexia. This information can be used as reference for design teaching strategies. The assessment includes six subtests. Twenty-eight children with autism, aged from 4 to 9 years, were the subjects for the pilot experiment. The results exhibit 82.1% hit ratio in assessing hyperlexia. The internal consistency reliabilities of subtests lie between 0.77~0.99, and the assessment has proper content validity. 　　The Language Learning System is based on internet/intranet technology. The parents of subjects can easily acquire the instructional materials from network and assist subjects in language learning. There is no time and place restriction in performing language learning with the system, and subjects can repeatedly practice the content. In addition, the system recorded the outcomes of each intervention, for monitoring the learning progress. In order to evaluate the performance of the Language Learning System, a design of single-subject multiple probe across subjects was employed in the study. After eight to ten times of interventions, two subjects learned communicative oral language.
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Books on the topic "Hyperlexia in children"

1

Kovach, Renee Montero. Hannah's hope: Living and succeeding with hyperlexia. Grover Beach, Calif: West Wing Pub., 1999.

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2

Miller, Susan Martins. Reading too soon: How to understand and help the hyperlexic child. Elmhurst, Ill: Center for Speech and Language Disorders, 1993.

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3

When babies read: A practical guide to helping young children with hyperlexia, asperger syndrome and high-functioning autism. London: Jessica Kingsley Publishers, 2005.

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4

Winner, Michelle Garcia. Thinking About You Thinking About Me: Philosophy and strategies to further develop perspective taking and communicative abilities for persons with Asperger ... Autism, Hyperlexia, ADHD, PDD-NOS, NVLD. Michelle Garcia Winner, 2002.

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You might also be interested in the extended bibliographies on the topic 'Hyperlexia in children' for particular source types:
Journal articles
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