Relevant bibliographies by topics / Hyperlexic children

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Academic literature on the topic 'Hyperlexic children'

Author: Grafiati
Published: 4 June 2021
Last updated: 9 February 2022

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Journal articles on the topic "Hyperlexic children"

1

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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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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3

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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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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5

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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6

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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7

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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8

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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9

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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10

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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Dissertations / Theses on the topic "Hyperlexic 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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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 "Hyperlexic children"

1

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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2

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

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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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