Cognitive and language correlates of hyperlexia: evidence from children with autism spectrum disorders |
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| Authors: | Cláudia Cardoso-Martins and Juliane Ribeiro da Silva |
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| Institution: | (1) Universidade Federal de Minas Gerais, Av. Antonio Carlos 6627, FAFICH—UFMG-Campus Pampulha, 31270-901 Belo Horizonte, MG, Brazil;(2) Prefeitura Municipal de Belo Horizonte, Belo Horizonte, MG, Brazil |
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| Abstract: | Two studies were conducted to investigate the correlates of hyperlexia in Brazilian Portuguese-speaking children with the
diagnosis of autism spectrum disorder (ASD). Study 1 involved 3 groups of school age children individually matched for word
reading ability: 6 ASD hyperlexic children, 6 ASD non-hyperlexic children, and 6 typically developing children. Study 2 involved
2 ASD preschool hyperlexic boys, and a group of 21 typical children of similar word reading ability. In both studies, participants
were administered several reading measures as well as measures of cognitive and linguistic abilities that have been associated
with variations in typical and dyslexic reading, namely, vocabulary, phonological processes, and rapid naming. Results suggest
that ASD hyperlexic reading differs from both typical and ASD non-hyperlexic reading. In particular, they suggest that hyperlexics
learn to compute letter-sound relations implicitly, on the basis of statistical learning. Although the hyperlexic children
could read nonwords as well as the typical and the ASD non-hyperlexic children, they performed significantly worse than these
groups of children on a letter-sound knowledge task. They also performed relatively poorly on a phonological awareness task.
It is suggested that hyperlexics’ indifference to language as a meaningful, communicative device may be the key to their exceptionally
good and precocious development of word reading ability. |
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