Swipe om te navigeren naar een ander artikel
Preparation of this report was supported by a grant from the Cure Autism Now Foundation (PI Grigorenko), a grant under the Javits Act Program (Grant No. R206R00001, PI Grigorenko) as administered by the Institute for Educational Sciences, U.S. Department of Education, and grants NICHD–HD03008 and NICHD–HP35482 from the National Institutes of Health (PI Volkmar). Grantees undertaking such projects are encouraged to express freely their professional judgment. This article, therefore, does not necessarily represent the position or policies of the Institute for Educational Sciences, the U.S. Department of Education, or the National Institutes of Health and no official endorsement should be inferred. We express our gratitude to Ms. Robyn Rissman for her editorial assistance. We are also indebted to the participants and their families.
We compared the reading-related skills of children with Autism Spectrum Disorders who have hyperlexia (ASD + HPL) with age-matched children with ASD without HPL (ASD − HPL) and with single-word reading-matched typically developing children (TYP). Children with ASD + HPL performed (1) better than did children with ASD − HPL on tasks of single-word reading and pseudoword decoding and (2) equivalently well compared to word-reading-matched TYP children on all reading-related tasks except reading comprehension. It appears that the general underlying model of single-word reading is the same in principle for “typical” and hyperlexic reading. Yet, the study revealed some dissimilarities between these two types of reading when more fine-grained cognitive and linguistic abilities were considered; these dissimilarities warrant further investigations.
Log in om toegang te krijgen
Met onderstaand(e) abonnement(en) heeft u direct toegang:
Aram, D. M., & Healy, J. M. (1988). Hyperlexia: A review of extraordinary word recognition. In L. Obler, & D. Fein (Eds.), Neuropsychology of talent. New York: Guilford.
Aram, D. M., Rose, D. F., & Horwitz, S. J. (1984). Hyperlexia: Developmental reading without meaning. In R. M. Joshi, & A. A. Whitaker (Eds.), Dyslexia: A global issue (pp. 517–531). The Hague, Netherlands: Martinus Nijhoff.
Burd, L., & Kerbeshian, J. (1985). Hyperlexia and a variant of hypergraphia. Perceptual and Motor Skills, 60, 940–942. PubMed
Cain, K., Oakhill, J., & Bryant, P. (2004). Children’s reading comprehension ability: Concurrent prediction by working memory, verbal ability, and component skills. Journal of Educational Psychology, 96, 31–42. CrossRef
Cobrinik, L. (1982). The performance of hyperlexic children on an “incomplete words” task. Neuropsychology, 20, 569–577. CrossRef
Elliot, D. E., & Needleman, R. M. (1976). The syndrome of hyperlexia. Brain and Language, 3, 339–349. CrossRef
Fisher, W., Burd, L., & Kerbeshian, J. (1988). Markers for improvement in children with pervasive developmental disorders. Journal of Mental Deficiency Research, 32, 357–369. PubMed
Frith, U., & Snowling, M. (1983). Reading for meaning and reading for sound in autistic and dyslexic children. British Journal of Developmental Psychology, 1, 329–342.
Gardner, M. F. (1996). Test of visual–perceptual skills (non-motor) – Revised. Burlingame, CA: Psychological and Educational Publications.
Glosser, G., Friedman, R., & Roeltgen, D., (1996). Clues to the cognitive organization of reading and writing from developmental hyperlexia, Neuropsychology, 10, 168–175. CrossRef
Grigorenko, E. L., Klin, A., Pauls, D. L., Senft, R., Hooper, C., & Volkmar, F. (2002). A descriptive study of hyperlexia in a clinically referred sample of children with developmental delays. Journal of Autism and Developmental Disorder, 32, 3–12). CrossRef
Healy, D. M., & Aram, J. M. (1986). Hyperlexia and dyslexia: A family study. Annals of Dyslexia, 36, 237–252.
Huberty, C. J., & Morris, J. D. (1989). Multivariate analysis versus multiple univariate analyses. Psychological Bulletin, 105, 302–308. CrossRef
Huberty, C. J., & Petoskey, M. D. (2000). Multivariate analysis of variance and covariance. In H. E. A. Tinsley, & S. D. Brown (Eds). Handbook of applied multivariate statistics and mathematical modeling (pp. 183–208). San Diego, CA: Academic Press.
Huttenlocher, P. R., & Huttenlocher, J. (1973). A study of children with hyperlexia. Neurology, 23, 1107–1116. PubMed
Jastak, J. F., & Jastak, S. (1965). Wide range achievement test. Wilmington: Guidance Associates.
Keselman, H. J., Huberty, C. J., Lix, L. M., Olejnik, S., Cribbie, R. A., Donahue, B., Kowalchuk, R. K., Lowman, L. L., Petoskey, M. D., Keselman, J. C. (1998). Statistical practices of educational researchers: An analysis of their ANOVA, MANOVA, and ANCOVA analyses. Review of Educational Research, 68, 350–386. CrossRef
Leach, J. M., Scarborough, H. S., Rescorla, L. (1993). Late-emerging reading disabilities. Journal of Educational Psychology, 95, 211–224. CrossRef
Mehegan, C. C., & Dreifuss, F. E., (1972). Hyperlexia: Exceptional reading ability in brain-damaged children. Neurology, 22, 1105–1111. PubMed
Minshew, N. J., Goldstein, G., Taylor, H. G., Siegel, D. J. (1994). Academic achievement in high functioning autistic individuals. Journal of Clinical and Experimental Neuropsychology, 16, 261–270. PubMed
Moore, D. S. (1995). The basic practice of statistics. New York, NY: Freeman and Co.
Niensted, (1968). Hyperlexia: An educational disease? Exceptional Children, 35, 162–163. PubMed
Oakhill, J. (1994). Individual differences in children’s text comprehension. In: M. A. Gernsbacher (Ed.), Handbook of psycholinguistics (pp. 821–848). San Diego, CA, US: Academic Press.
Oakhill, J. V., Cain, K., & Bryant, P. E. (2003). The dissociation of word reading and text comprehension: Evidence from component skills. Language and Cognitive Processes, 18, 443–468. CrossRef
Perneger, T. V. (1998). What is wrong with Bonferroni adjustments. British Medical Journal, 136, 1236–1238.
Perfetti, C. A. (1994). Psycholinguistics and reading ability. In: M. A. Gernsbacher (Ed.), Handbook of psycholinguistics (pp. 849–894). San Diego, CA, US: Academic Press.
Rispens, J., & Van Berckelaer, I. A. (1991). Hyperlexia: Definition and criterion. In J. R. Malatesha (Ed.), Written language disorders (pp. 143–163). New York: Kluwer Academic/Plenum Publishers.
Scarborough, H. S., & Domgaard, R. M. (1998). An exploration of the relationship between reading and rapid serial naming. Presented at the conference of the Society for the Scientific Study of Reading, San Diego CA.
Seymour, P. H. K., & Evans, H. M. (1992). Beginning reading without semantics: A cognitive study of hyperlexia. Cognitive Neuropsychology, 9, 89–122.
Shaywitz, B. A., Shaywitz, S. E., Blachman, B., Pugh, K. R., Fulbright, R. K., Skudlarski, P., Mencl, W. E., Constable, R. T., Holahan, J. M., Marchione, K. E., Fletcher, J. M., Lyon, G. R., Gore, J. C. (2004). Development of left occipito-temporal systems for skilled reading following a phonologically based intervention in children. Pediatric Research, 55, 926–933.
Silberberg, N. E., & Silberberg, M. C. (1967). Hyperlexia: Specific word recognition skills in young children. Exceptional Children, 34, 41–42.
Silberberg, N. E., & Silberberg, M. C. (1968). Case histories in hyperlexia. Journal of School Psychology, 7, 3–7. CrossRef
Sparks, R. L. (1995). Phonemic awareness in hyperlexic children. Reading and Writing: An Interdisciplinary Journal, 7, 217–235. CrossRef
Sparks, R. L. (2001). Phonemic awareness and reading skill in hyperlexic children: A longitudinal study. Reading and Writing: An Interdisciplinary Journal, 14, 333–360. CrossRef
Temple, C. M., & Carney, R. (1996). Reading skills in children with Turner’s syndrome: An analysis of hyperlexia. Cortex, 32(2), 335–345. PubMed
Vellutino, F. R., Fletcher, J. M., Snowling, M. J., & Scanlon, D. M. (2004). Specific reading disability (dyslexia): What have we learned in the past four decades? Journal of Child Psychology & Psychiatry, 45, 2–40. CrossRef
Wagner, R. K., Torgesen, J. K., & Rashotte, C. A. (1999). Comprehensive test of phonological processing. Austin, TX: Pro-Ed.
Wolf, M., & Bowers, P. (1999). The “Double-Deficit Hypothesis” for the developmental dyslexia. Journal of Educational Psychology, 91, 1–24. CrossRef
Woodcock, R. W., McGrew, K. S., & Mather, N. (2001). Woodcock-Johnson III tests of achievement. Itasca, IL: Riverside Publishing.
- Hyperlexia in Children with Autism Spectrum Disorders
Tina M. Newman
Adam J. Naples
Elena L. Grigorenko
- Kluwer Academic Publishers-Plenum Publishers