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Journal articles on the topic 'Hyperlexia in children'

Author: Grafiati

Published: 4 June 2021

Last updated: 10 February 2022

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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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11

Cardoso-Martins, Cláudia, and Juliane Ribeiro da Silva. "Cognitive and language correlates of hyperlexia: evidence from children with autism spectrum disorders." Reading and Writing 23, no. 2 (December 3, 2008): 129–45. http://dx.doi.org/10.1007/s11145-008-9154-6.

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12

Lee, Sung Hee, and Mina Hwang. "Word and nonword processing without meaning support in Korean-speaking children with and without hyperlexia." Reading and Writing 28, no. 2 (August 1, 2014): 217–38. http://dx.doi.org/10.1007/s11145-014-9522-3.

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13

Robertson, Shari B. "Hiding in Plain Sight: Text Comprehension, Hyperlexia, and Adolescents With Autism Spectrum Disorder." Perspectives of the ASHA Special Interest Groups 4, no. 3 (June 19, 2019): 438–46. http://dx.doi.org/10.1044/2019_pers-sig1-2018-0024.

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Purpose Reading comprehension is a critical skill for success in academic, social, and vocational settings. However, comprehension problems for readers with autism spectrum disorder (ASD) are often overlooked during the period when most children are learning to read, masked by strong early decoding skills, a good memory for specific facts, and an understanding of concrete content. As students progress through the grades, the content of what they must read to be successful becomes increasingly complex and the comprehension deficit, present but unrecognized from the earliest interactions with text, is revealed. This article provides an overview of how the core deficits of individuals with ASD impact on the reading comprehension and academic success of older students. Conclusion Identification and intervention to address the underlying comprehension deficit has the potential to provide benefit in academic and personal pursuits of adolescent readers with ASD.

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14

Åsberg Johnels, Jakob, Emilia Carlsson, Courtenay Norbury, Christopher Gillberg, and Carmela Miniscalco. "Current profiles and early predictors of reading skills in school-age children with autism spectrum disorders: A longitudinal, retrospective population study." Autism 23, no. 6 (December 7, 2018): 1449–59. http://dx.doi.org/10.1177/1362361318811153.

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This study explores current reading profiles and concurrent and early predictors of reading in children with autism spectrum disorder. Before the age of 3 years, the study cohort underwent a neurodevelopmental assessment following identification in a population-based autism screening. At age 8 years, reading, language and cognition were assessed. Approximately half of the sample ( n = 25) were ‘poor readers’ at age 8 years, meaning that they scored below the normal range on tests of single word reading and reading comprehension. And 18 were ‘skilled readers’ performing above cut-offs. The final subgroup ( n = 10) presented with a ‘hyperlexic/poor comprehenders’ profile of normal word reading, but poor reading comprehension. The ‘poor readers’ scored low on all assessments, as well as showing more severe autistic behaviours than ‘skilled readers’. Group differences between ‘skilled readers’ and ‘hyperlexics/poor comprehenders’ were more subtle: these subgroups did not differ on autistic severity, phonological processing or non-verbal intelligence quotient, but the ‘hyperlexics/poor comprehenders’ scored significantly lower on tests of oral language. When data from age 3 were considered, no differences were seen between the subgroups in social skills, autistic severity or intelligence quotient. Importantly, however, it was possible to identify oral language weaknesses in those that 5 years later presented as ‘poor readers’ or ‘hyperlexics’.

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15

Solazzo, Stefania, Nada Kojovic, François Robain, and Marie Schaer. "Measuring the Emergence of Specific Abilities in Young Children with Autism Spectrum Disorders: The Example of Early Hyperlexic Traits." Brain Sciences 11, no. 6 (May 25, 2021): 692. http://dx.doi.org/10.3390/brainsci11060692.

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The presence of a restricted interest in written materials, including an early ability to name and recognize letters and numbers, is regularly reported in preschoolers with autism spectrum disorders (ASDs). There is, however, scarce information on this early ability akin to emerging hyperlexic traits in preschoolers with ASD younger than 3 years old. Here, we defined a measure of early naming and recognition of letters and numbers in 155 preschoolers with ASD using a sliding window approach combined with a 90th percentile threshold criterion, and subsequently compared the profiles of children with ASD with and without early hyperlexic traits. Using this measure, we found that 9% of children with ASD showed early hyperlexic traits. The early ability to name and recognize letters and numbers was associated with a higher level of restricted and repetitive behaviors yet more social-oriented behaviors at baseline and with better expressive and written communication at baseline and one year later. This study contributes to a better definition of the profile of children with ASD with an early ability in letters and numbers akin to emerging hyperlexic traits, a skill that is associated with promising social strengths and language abilities in this subgroup of children.

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16

Sparks, Richard L. "Phonemic awareness in hyperlexic children." Reading and Writing 7, no. 2 (June 1995): 217–35. http://dx.doi.org/10.1007/bf01027186.

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17

Kistner, Janet, Frank Robbins, and Mary Haskett. "Assessment and skill remediation of hyperlexic children." Journal of Autism and Developmental Disorders 18, no. 2 (June 1988): 191–205. http://dx.doi.org/10.1007/bf02211946.

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18

WELSH, M. "Word recognition and comprehension skills in hyperlexic children*1." Brain and Language 32, no. 1 (September 1987): 76–96. http://dx.doi.org/10.1016/0093-934x(87)90118-0.

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19

Aaron, P. G., Sonja S. Frantz, and Anna R. Manges. "Dissociation between comprehension and pronunciation in dyslexic and hyperlexic children." Reading and Writing 2, no. 3 (September 1990): 243–64. http://dx.doi.org/10.1007/bf00257974.

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20

Sparks, Richard L. "Orthographic awareness, phonemic awareness, syntactic processing, and working memory skill in hyperlexic children." Reading and Writing 17, no. 4 (June 2004): 359–86. http://dx.doi.org/10.1023/b:read.0000032667.23090.ae.

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