Hyperlexia Essay, Research Paper

Hyperlexia is a syndrome which displays characteristics similar to those of other developmental disorders. Hyperlexia is present in children who display the following characteristics: An above average ability to read words, high above what would be expected at their age (or an intense fascination with letters or numbers). A significant difficulty in understanding verbal language (hyperlexics are much better with the written word). Abnormal or even non-existent social skills (Inability to socialize and interact appropriately with people). Most learn expressive language in a non-traditional way (tend to memorize the sentence structure without understanding the meaning). A hyperlexic child will rarely initiate conversations. An intense need to make as well as keep routines. Auditory, olfactory (smell), or tactile (touch) over-sensitivity. Specific and unusual fears can be a component of the disorder. Usually hyperlexic children develop normally until 18-24 months, which is then followed by a noticeable developmental regression. Most hyperlexic children display a strong auditory and visual memory (which can be very useful to educators). Difficulty with ?Wh? questions such as what, where, who, and why . Children with this disorder tend to think in concrete and literal terms (displaying difficulty with abstract concepts). Another issue that arises with hyperlexic children is their tendency to listen selectively, which may lead to an incorrect diagnosis of some sort of hearing impairment .

Hyperlexia was originally identified as an unusual learning style. There still seems to be a great deal of confusion and disagreement when it comes to hyperlexia, which appears to be common in a disorder which is so young (in the grand scheme of things). The following is a historical time-line taken from Lynn Richman?s talk on Hyperlexia , ?Differential Patterns in Language Disorders? (taken from the American Hyperlexic Association website).

History of Hyperlexia

1960?s

first use of ?hyperlexia?

word decoding higher than comprehension

may be an advanced specific brain development

possibly a learning superiority

1970?s

Silverberg criteria

1.did not include comprehension deficit

hyperlexia became a learning disability

Huttenlocker indicated language impairment

Needleman suggested not necessarily language impaired

1980?s

Cobrinik and Richman–Impaired language became part of the criteria

Healy gave criteria for syndrome of Hyperlexia

1. spontaneous reading of words before 5 years of age

2. impaired comprehension of reading and listening

3. word recognition above expectation based on linguistic or cognitive

abilities

Aram identified two subtypes of hyperlexics

1. superior phonetic analysis

2. superior visual analysis

–some comprehended single words, others did not

1990?s

Pennington associated hyperlexia with both Autism and right hemisphere disorder

Rourke associated Nonverbal LD and Asperger?s disorder

Richman identified two hyperlexic subtypes:

1. Language Learning Disorder

2. Visual-spatial-motor Learning Disorder

To develop effective teaching strategies it is important to separate as well as rule out other disorders from Hyperlexia . An experienced speech and language pathologist who has worked with or on the syndrome is an important first step. Psychological tests which focus on visual processes rather than verbal skills can help to accurately identify Hyperlexia. Hearing, neurological, psychiatric, blood chemistry as well as genetic evaluations can be performed to rule out other disorders (but are not needed to identify Hyperlexia).

The success of a hyperlxic child depends on the development of his/her language expression and comprehension abilities. Speech and language therapy as well as early intervention programs can help to attain this goal. The child?s reading skills should be used as the primary source for developing their language skills. It is also important to teach the child appropriate social skills. Providing opportunities for the child to interact with children whose behavior is more socially appropriate can help to accomplish this. Parents, and educators should work together to develop programs for each child to reach his/her fullest potential.

When working with language development in children with hyperlexia there are some general strategies to use: (American Hyperlexic Association)

Take advantage of strengths ( e.g. being a visual learner)

learn and use their interests

use visual cues

reduce demands on the auditory system

develop routines, schedules, and predictable patterns

develop language comprehension

expand expressive language skills

model and teach social interaction/language skills

avoid overloading

be flexible

Some intervention strategies during the initial stages could include: starting where child is at and expand from there (don?t attempt to re-teach things already learned). Be concrete when speaking try not to over-talk ( to much auditory information can be extremely confusing for hyperlexic children). Give time for the child to process information by pausing between sentences. Use the same phrases or sentences until they are understood, and then make progressive changes. Start using visual organizers (e.g. lists, calendars, and rules). Use written labels to help the child make associations between certain objects (e.g. the same label for similar, but different, objects such as using a red marker for both the desk label and the chair label). Break sentences down to the word level, then expand them gradually as understanding increases. State the rules in positive terms (don?t discourage the children with negatives, or focus on the punishments over the rewards). Try to allow for hands-on learning experiences. Add the verbal aspects in as those experiences become familiar (videotapes, as well as photos of classmates with names written below).

As the child’s language develops one should see patterns of development. The child will continue to have problems processing auditory information that is of a questioning matter (the ?Wh? words). The child will need time to process this information, or any information that is abstract. A child in this stage will tend to become engrossed with reading anything there is to read. They are usually very strong willed, and if the child is verbal may tend to want to dominate the conversation. Hyperlexic children also display problems with changes in routine and environment. In this stage of hyperlexia children are also more interested in peers , but have trouble interacting with them.

There are a few strategies that should be used with a child in this stage. Using written cues is very important, e.g. ?yes and no? questions in writing, lists, calendars, schedules, rules, conversation starters, stories, math cards, social stories all should be in written form. Another important piece of information to remember is to reduce demands on the auditory system. This can be done by using multiple inputs (visual, auditory, and tactile – simultaneously). In order to help with language comprehension it is important to use descriptions, language associations, teach concrete and abstract, teach yes and no questions, teach ?wh? questions, teach concepts of negation, and teach the idea of multiple meanings for items and words. It is also important to build expressive language skills. This can be done by providing written and verbal models which describe abstract emotions, and responses to situations. One must always prompt hyperlexic children to ask questions. It is also beneficial introduce the idea of internal dialogue, and help them work on theirs. Try to work on sequencing of information, e.g. ?if this happens, then you should? . The final necessity during this stage of hyperlexia is to assist in social interaction development. This can be done in through modeling, videotapes, board games, as well as any other number of exercises.

Some general classroom inclusion strategies for the hyperlexic child: (AHA)

Label as much as possible in your classroom, then expand labels.

Post schedules and schedule changes ( in advance) in print.

Routinely vary routines–leaders, jobs, seating arrangements. Post changes in print.

Teach facial expression/body language through pictures, role playing.

Develop (and if necessary write out) social situations.

Provide class an individual rules list in print which include WHY/BECAUSE for each rule.

Teach humor.

Teach both asking and answering of questions in print (e.g. pocket of pre-written questions he/she can choose from).

Watch for hypersensitivity’s or unusual fears (auditory), avoid circumstances that might provoke over reaction (e.g. prepare for fire drills, school bell, etc).

Try music–provide words–songs that ties in with curriculum.

Utilize art therapy–drawing pictures to aid in understanding.