Annotation: Hyperlexia: disability or superability?
Background: Hyperlexia is the phenomenon of spontaneous and precocious mastery of single‐word reading that has been of interest to clinicians and researchers since the beginning of the last century. Methods: An extensive search of publications on the subject of hyperlexia was undertaken and all avai...
Saved in:
| Published in | Journal of child psychology and psychiatry Vol. 44; no. 8; pp. 1079 - 1091 |
|---|---|
| Main Authors | , , |
| Format | Journal Article |
| Language | English |
| Published |
Oxford, UK
Blackwell Publishing
01.11.2003
Blackwell Publishing Ltd |
| Subjects | |
| Online Access | Get full text |
| ISSN | 0021-9630 1469-7610 |
| DOI | 10.1111/1469-7610.00193 |
Cover
Loading…
| Abstract | Background: Hyperlexia is the phenomenon of spontaneous and precocious mastery of single‐word reading that has been of interest to clinicians and researchers since the beginning of the last century.
Methods: An extensive search of publications on the subject of hyperlexia was undertaken and all available publications were reviewed.
Results: The literature can be subdivided into discussions of the following issues: (1) whether hyperlexia is a phenomenon that is characteristic only of specific clinical populations (e.g., children with developmental delays) or whether it can also be observed in the general population; (2) whether hyperlexia is a distinct syndrome comorbid with a number of different disorders or whether it is a part of the spectrum of some other clinical condition(s); (3) whether hyperlexia should be defined through single‐word reading superiority with regard to reading comprehension, vocabulary, general intelligence, any combination of the three, or all three characteristics; (4) whether there is a specific neuropsychological profile associated with hyperlexia; (5) whether hyperlexia is characterized by a particular developmental profile; and (6) whether hyperlexia should be viewed as a disability (deficit) or superability (talent).
Conclusions: We interpret the literature as supporting the view that hyperlexia is a superability demonstrated by a very specific group of individuals with developmental disorders (defined through unexpected single‐word reading in the context of otherwise suppressed intellectual functioning) rather than as a disability exhibited by a portion of the general population (defined through a discrepancy between levels of single‐word reading and comprehension). We simultaneously argue, however, that multifaceted and multi‐methodological approaches to studying the phenomenon of hyperlexia, defined within the research framework of understanding single‐word reading, are warranted and encouraged. |
|---|---|
| AbstractList | Background:
Hyperlexia is the phenomenon of spontaneous and precocious mastery of single‐word reading that has been of interest to clinicians and researchers since the beginning of the last century.
Methods:
An extensive search of publications on the subject of hyperlexia was undertaken and all available publications were reviewed.
Results:
The literature can be subdivided into discussions of the following issues: (1) whether hyperlexia is a phenomenon that is characteristic only of specific clinical populations (e.g., children with developmental delays) or whether it can also be observed in the general population; (2) whether hyperlexia is a distinct syndrome comorbid with a number of different disorders or whether it is a part of the spectrum of some other clinical condition(s); (3) whether hyperlexia should be defined through single‐word reading superiority with regard to reading comprehension, vocabulary, general intelligence, any combination of the three, or all three characteristics; (4) whether there is a specific neuropsychological profile associated with hyperlexia; (5) whether hyperlexia is characterized by a particular developmental profile; and (6) whether hyperlexia should be viewed as a disability (deficit) or superability (talent).
Conclusions:
We interpret the literature as supporting the view that hyperlexia is a superability demonstrated by a very specific group of individuals with developmental disorders (defined through unexpected single‐word reading in the context of otherwise suppressed intellectual functioning) rather than as a disability exhibited by a portion of the general population (defined through a discrepancy between levels of single‐word reading and comprehension). We simultaneously argue, however, that multifaceted and multi‐methodological approaches to studying the phenomenon of hyperlexia, defined within the research framework of understanding single‐word reading, are warranted and encouraged. Background: Hyperlexia is the phenomenon of spontaneous and precocious mastery of single-word reading that has been of interest to clinicians and researchers since the beginning of the last century. Methods: An extensive search of publications on the subject of hyperlexia was undertaken and all available publications were reviewed. Results: The literature can be subdivided into discussions of the following issues: (1) whether hyperlexia is a phenomenon that is characteristic only of specific clinical populations (e.g., children with developmental delays) or whether it can also be observed in the general population; (2) whether hyperlexia is a distinct syndrome comorbid with a number of different disorders or whether it is a part of the spectrum of some other clinical condition(s); (3) whether hyperlexia should be defined through single-word reading superiority with regard to reading comprehension, vocabulary, general intelligence, any combination of the three, or all three characteristics; (4) whether there is a specific neuropsychological profile associated with hyperlexia; (5) whether hyperlexia is characterized by a particular developmental profile; and (6) whether hyperlexia should be viewed as a disability (deficit) or superability (talent). Conclusions: We interpret the literature as supporting the view that hyperlexia is a superability demonstrated by a very specific group of individuals with developmental disorders (defined through unexpected single-word reading in the context of otherwise suppressed intellectual functioning) rather than as a disability exhibited by a portion of the general population (defined through a discrepancy between levels of single-word reading and comprehension). We simultaneously argue, however, that multifaceted and multi-methodological approaches to studying the phenomenon of hyperlexia, defined within the research framework of understanding single-word reading, are warranted and encouraged. [PUBLICATION ABSTRACT] Background: Hyperlexia is the phenomenon of spontaneous and precocious mastery of single‐word reading that has been of interest to clinicians and researchers since the beginning of the last century. Methods: An extensive search of publications on the subject of hyperlexia was undertaken and all available publications were reviewed. Results: The literature can be subdivided into discussions of the following issues: (1) whether hyperlexia is a phenomenon that is characteristic only of specific clinical populations (e.g., children with developmental delays) or whether it can also be observed in the general population; (2) whether hyperlexia is a distinct syndrome comorbid with a number of different disorders or whether it is a part of the spectrum of some other clinical condition(s); (3) whether hyperlexia should be defined through single‐word reading superiority with regard to reading comprehension, vocabulary, general intelligence, any combination of the three, or all three characteristics; (4) whether there is a specific neuropsychological profile associated with hyperlexia; (5) whether hyperlexia is characterized by a particular developmental profile; and (6) whether hyperlexia should be viewed as a disability (deficit) or superability (talent). Conclusions: We interpret the literature as supporting the view that hyperlexia is a superability demonstrated by a very specific group of individuals with developmental disorders (defined through unexpected single‐word reading in the context of otherwise suppressed intellectual functioning) rather than as a disability exhibited by a portion of the general population (defined through a discrepancy between levels of single‐word reading and comprehension). We simultaneously argue, however, that multifaceted and multi‐methodological approaches to studying the phenomenon of hyperlexia, defined within the research framework of understanding single‐word reading, are warranted and encouraged. Background: Hyperlexia is the phenomenon of spontaneous and precocious mastery of single-word reading that has been of interest to clinicians and researchers since the beginning of the last century. Methods: An extensive search of publications on the subject of hyperlexia was undertaken and all available publications were reviewed. Results: The literature can be subdivided into discussions of the following issues: (1) whether hyperlexia is a phenomenon that is characteristic only of specific clinical populations (e.g., children with developmental delays) or whether it can also be observed in the general population; (2) whether hyperlexia is a distinct syndrome comorbid with a number of different disorders or whether it is a part of the spectrum of some other clinical condition(s); (3) whether hyperlexia should be defined through single-word reading superiority with regard to reading comprehension, vocabulary, general intelligence, any combination of the three, or all three characteristics; (4) whether there is a specific neuropsychological profile associated with hyperlexia; (5) whether hyperlexia is characterized by a particular developmental profile; and (6) whether hyperlexia should be viewed as a disability (deficit) or superability (talent). Conclusions: We interpret the literature as supporting the view that hyperlexia is a superability demonstrated by a very specific group of individuals with developmental disorders (defined through unexpected single-word reading in the context of otherwise suppressed intellectual functioning) rather than as a disability exhibited by a portion of the general population (defined through a discrepancy between levels of single-word reading and comprehension). We simultaneously argue, however, that multifaceted and multi-methodological approaches to studying the phenomenon of hyperlexia, defined within the research framework of understanding single-word reading, are warranted and encouraged. (Original abstract) Hyperlexia is the phenomenon of spontaneous & precocious mastery of single-word reading that has been of interest to clinicians & researchers since the beginning of the last century. An extensive search of publications on the subject of hyperlexia was undertaken & all available publications were reviewed. We interpret the literature as supporting the view that hyperlexia is a superability demonstrated by a very specific group of individuals with developmental disorders (defined through unexpected single-word reading in the context of otherwise suppressed intellectual functioning) rather than as a disability exhibited by a portion of the general population (defined through a discrepancy between levels of single-word reading & comprehension). We simultaneously argue, however, that multifaceted & multi-methodological approaches to studying the phenomenon of hyperlexia, defined within the research framework of understanding single-word reading, are warranted & encouraged. 97 References. Adapted from the source document Hyperlexia is the phenomenon of spontaneous and precocious mastery of single-word reading that has been of interest to clinicians and researchers since the beginning of the last century.BACKGROUNDHyperlexia is the phenomenon of spontaneous and precocious mastery of single-word reading that has been of interest to clinicians and researchers since the beginning of the last century.An extensive search of publications on the subject of hyperlexia was undertaken and all available publications were reviewed.METHODSAn extensive search of publications on the subject of hyperlexia was undertaken and all available publications were reviewed.The literature can be subdivided into discussions of the following issues: (1) whether hyperlexia is a phenomenon that is characteristic only of specific clinical populations (e.g., children with developmental delays) or whether it can also be observed in the general population; (2) whether hyperlexia is a distinct syndrome comorbid with a number of different disorders or whether it is a part of the spectrum of some other clinical condition(s); (3) whether hyperlexia should be defined through single-word reading superiority with regard to reading comprehension, vocabulary, general intelligence, any combination of the three, or all three characteristics; (4) whether there is a specific neuropsychological profile associated with hyperlexia; (5) whether hyperlexia is characterized by a particular developmental profile; and (6) whether hyperlexia should be viewed as a disability (deficit) or superability (talent).RESULTSThe literature can be subdivided into discussions of the following issues: (1) whether hyperlexia is a phenomenon that is characteristic only of specific clinical populations (e.g., children with developmental delays) or whether it can also be observed in the general population; (2) whether hyperlexia is a distinct syndrome comorbid with a number of different disorders or whether it is a part of the spectrum of some other clinical condition(s); (3) whether hyperlexia should be defined through single-word reading superiority with regard to reading comprehension, vocabulary, general intelligence, any combination of the three, or all three characteristics; (4) whether there is a specific neuropsychological profile associated with hyperlexia; (5) whether hyperlexia is characterized by a particular developmental profile; and (6) whether hyperlexia should be viewed as a disability (deficit) or superability (talent).We interpret the literature as supporting the view that hyperlexia is a superability demonstrated by a very specific group of individuals with developmental disorders (defined through unexpected single-word reading in the context of otherwise suppressed intellectual functioning) rather than as a disability exhibited by a portion of the general population (defined through a discrepancy between levels of single-word reading and comprehension). We simultaneously argue, however, that multifaceted and multi-methodological approaches to studying the phenomenon of hyperlexia, defined within the research framework of understanding single-word reading, are warranted and encouraged.CONCLUSIONSWe interpret the literature as supporting the view that hyperlexia is a superability demonstrated by a very specific group of individuals with developmental disorders (defined through unexpected single-word reading in the context of otherwise suppressed intellectual functioning) rather than as a disability exhibited by a portion of the general population (defined through a discrepancy between levels of single-word reading and comprehension). We simultaneously argue, however, that multifaceted and multi-methodological approaches to studying the phenomenon of hyperlexia, defined within the research framework of understanding single-word reading, are warranted and encouraged. Hyperlexia is the phenomenon of spontaneous and precocious mastery of single-word reading that has been of interest to clinicians and researchers since the beginning of the last century. An extensive search of publications on the subject of hyperlexia was undertaken and all available publications were reviewed. The literature can be subdivided into discussions of the following issues: (1) whether hyperlexia is a phenomenon that is characteristic only of specific clinical populations (e.g., children with developmental delays) or whether it can also be observed in the general population; (2) whether hyperlexia is a distinct syndrome comorbid with a number of different disorders or whether it is a part of the spectrum of some other clinical condition(s); (3) whether hyperlexia should be defined through single-word reading superiority with regard to reading comprehension, vocabulary, general intelligence, any combination of the three, or all three characteristics; (4) whether there is a specific neuropsychological profile associated with hyperlexia; (5) whether hyperlexia is characterized by a particular developmental profile; and (6) whether hyperlexia should be viewed as a disability (deficit) or superability (talent). We interpret the literature as supporting the view that hyperlexia is a superability demonstrated by a very specific group of individuals with developmental disorders (defined through unexpected single-word reading in the context of otherwise suppressed intellectual functioning) rather than as a disability exhibited by a portion of the general population (defined through a discrepancy between levels of single-word reading and comprehension). We simultaneously argue, however, that multifaceted and multi-methodological approaches to studying the phenomenon of hyperlexia, defined within the research framework of understanding single-word reading, are warranted and encouraged. |
| Author | Volkmar, Fred Grigorenko, Elena L. Klin, Ami |
| Author_xml | – sequence: 1 givenname: Elena L. surname: Grigorenko fullname: Grigorenko, Elena L. organization: Child Study Center, Yale University, USA – sequence: 2 givenname: Ami surname: Klin fullname: Klin, Ami organization: Child Study Center, Yale University, USA – sequence: 3 givenname: Fred surname: Volkmar fullname: Volkmar, Fred organization: Child Study Center, Yale University, USA |
| BackLink | https://www.ncbi.nlm.nih.gov/pubmed/14626452$$D View this record in MEDLINE/PubMed |
| BookMark | eNqFkUtPAyEURonRaKuu3ZnGhbtR3gzdmKbxGR9daFwSoDShTmcqzMT230udqokLS0LIhXMuga8LtsuqdAAcIXiG0jhHlMtM8FRCiCTZAp2fnW3QgRCjTHIC90A3ximEkBOW74K9BGFOGe4AMijLqta1r8p-72Y5d6FwC6_7vbGP2vjC18teFXqxSSfr-uIA7Ex0Ed3het0HL1eXz8Ob7P7p-nY4uM8s5YxkBBs7NoYRIybUUY21tGlKZC012OXEWKaxnWDGhMsRElBqNKY6NxRLRinZB6dt33mo3hsXazXz0bqi0KWrmqjyJDIhxUZQICI5Y3gjyATMZaITePIHnFZNKNNrFSYCIsgZTNDxGmrMzI3VPPiZDkv1_bsJOG8BG6oYg5v8IlCt8luhUq3SUl_5JYP9Maxv06mD9sU_Hm29D1-45aZr1N1wNGq1rNV8rN3iR9PhTXFBBFOvj9eKPVNMRg9QCfIJZP24zA |
| CODEN | JPPDAI |
| CitedBy_id | crossref_primary_10_1111_j_1467_9450_2010_00822_x crossref_primary_10_1016_j_jpsychires_2015_05_011 crossref_primary_10_7202_1040041ar crossref_primary_10_1159_000442086 crossref_primary_10_1007_s40688_023_00450_y crossref_primary_10_1002_hbm_21307 crossref_primary_10_1016_j_cortex_2010_06_016 crossref_primary_10_1007_s10803_013_1989_2 crossref_primary_10_1016_j_neubiorev_2014_10_006 crossref_primary_10_1007_s40489_024_00455_0 crossref_primary_10_1044_2023_PERSP_23_00170 crossref_primary_10_1097_00011363_200510000_00011 crossref_primary_10_1590_S1516_44462008000300024 crossref_primary_10_16916_aded_1529679 crossref_primary_10_1002_dys_402 crossref_primary_10_1016_j_neubiorev_2014_07_012 crossref_primary_10_1017_S0954579412000752 crossref_primary_10_1111_j_1467_9817_2010_01452_x crossref_primary_10_1016_j_bandc_2023_106099 crossref_primary_10_1080_20473869_2021_2024404 crossref_primary_10_1891_1945_8959_13_1_88 crossref_primary_10_1007_s11145_008_9154_6 crossref_primary_10_1007_s10803_006_0130_1 crossref_primary_10_1016_j_jneuroling_2005_11_006 crossref_primary_10_1016_j_neubiorev_2012_11_016 crossref_primary_10_1097_DBP_0b013e31811ff895 crossref_primary_10_1080_02667363_2019_1577222 crossref_primary_10_1111_j_1471_3802_2010_01147_x crossref_primary_10_1177_10883576070220040801 crossref_primary_10_1177_1362361318811153 crossref_primary_10_3109_14015439_2010_491518 crossref_primary_10_1017_S0140525X08004214 crossref_primary_10_1111_1467_9604_12352 crossref_primary_10_1024_1010_0652_a000027 crossref_primary_10_1080_15377903_2015_1056924 crossref_primary_10_1080_10888431003623553 crossref_primary_10_3390_brainsci11060692 crossref_primary_10_1111_j_1469_7610_2011_02438_x crossref_primary_10_1016_j_rasd_2013_10_005 crossref_primary_10_1007_s10803_019_04202_x crossref_primary_10_1111_j_1741_4369_2008_00490_x crossref_primary_10_1177_1087054716685838 crossref_primary_10_1016_j_cub_2015_05_011 crossref_primary_10_1007_s10803_010_1127_3 crossref_primary_10_1348_978185408X369020 crossref_primary_10_1007_s10803_006_0206_y crossref_primary_10_1159_000479062 crossref_primary_10_1017_S026719051300010X crossref_primary_10_1007_s10212_018_0396_7 crossref_primary_10_1007_s10803_012_1619_4 crossref_primary_10_1016_j_sbspro_2012_12_153 crossref_primary_10_1016_j_rasd_2015_06_013 crossref_primary_10_1007_s10519_019_09957_8 crossref_primary_10_1007_s10803_017_3029_0 crossref_primary_10_1044_2020_LSHSS_20_00019 crossref_primary_10_1007_s10803_010_0938_6 crossref_primary_10_1044_2019_PERS_SIG1_2018_0024 crossref_primary_10_1044_0161_1461_2008_004 crossref_primary_10_1044_2020_LSHSS_20_00010 crossref_primary_10_1080_00094056_2016_1150745 crossref_primary_10_1007_s11145_020_10015_7 crossref_primary_10_1007_s10803_021_05057_x crossref_primary_10_1016_j_neubiorev_2017_04_029 crossref_primary_10_1179_2047387713Y_0000000014 crossref_primary_10_1044_1092_4388_2013_12_0034 crossref_primary_10_1590_S1516_18462009005000004 crossref_primary_10_1080_87565640802564648 crossref_primary_10_1177_1362361318812423 crossref_primary_10_1177_004005990804000304 crossref_primary_10_1097_00011363_200501000_00004 crossref_primary_10_1007_s10803_013_1936_2 crossref_primary_10_1016_j_rasd_2017_12_002 crossref_primary_10_2478_v10215_011_0024_4 crossref_primary_10_1080_87565640902805701 crossref_primary_10_3389_fpsyg_2017_01523 crossref_primary_10_1111_1471_3802_12384 |
| Cites_doi | 10.1080/02643299208252054 10.1162/08989290051137585 10.1007/BF02211946 10.1007/978-94-009-1065-2 10.1037/0012-1649.35.2.590 10.1007/978-94-011-3732-4_8 10.1111/j.2044-835X.1983.tb00906.x 10.1177/002246697100500304 10.1016/S0093-934X(02)00007-X 10.1016/S0002-7138(09)61505-3 10.2307/747522 10.1097/00004583-198703000-00006 10.1177/002246697100500305 10.1007/BF02648032 10.1016/0022-4405(68)90110-6 10.1111/1469-7610.00704 10.1080/00332747.1969.11023579 10.1177/001440296803500210 10.1111/j.1469-8749.1988.tb04780.x 10.1016/0022-0965(86)90033-0 10.1111/j.1469-7610.1990.tb00844.x 10.1007/BF01046228 10.1007/BF02172099 10.1037/0022-0663.80.2.234 10.1016/S0010-9452(96)80055-4 10.1016/0093-934X(82)90001-3 10.1023/A:1011131125517 10.1007/BF01027186 10.1080/10862969509547900 10.1016/0093-934X(81)90014-6 10.1016/0093-934X(87)90035-6 10.1016/0093-934X(87)90118-0 10.1111/j.1467-8624.1998.tb06157.x 10.1016/S0010-0277(99)00032-3 10.1126/science.1069464 10.1037/0012-1649.28.3.421 10.1023/A:1017995805511 10.1111/j.1469-8749.2002.tb00266.x 10.2466/pr0.1985.57.1.236 10.1080/00797308.1947.11823091 10.1016/0028-3932(84)90022-8 10.1093/brain/107.3.759 10.1007/s11881-000-0022-6 10.1007/BF02105368 10.1177/001440296703400106 10.1016/0887-8994(87)90049-X 10.1016/0028-3932(82)90030-6 10.1007/BF01487258 10.1093/arclin/12.3.223 10.2466/pms.1982.55.1.247 10.2307/1130185 10.1007/BF02172131 10.1111/j.1469-7610.1972.tb01153.x 10.1177/002221949202500904 10.1007/BF00419385 10.1006/brln.1997.1801 10.1111/j.1939-0025.1956.tb06202.x 10.1017/S0142716400002046 10.1016/S0010-9452(86)80017-X 10.1007/BF02409579 10.1212/WNL.22.11.1105 10.1097/00011363-199705000-00003 10.1016/S0010-0277(99)00004-9 10.1016/0093-934X(76)90030-4 10.1037/0894-4105.10.2.168 10.1006/jmla.1998.2564 10.1016/S0149-7634(88)80049-6 10.1212/WNL.23.10.1107 10.1016/S0093-934X(02)00512-6 10.1037/0033-2909.125.3.338 |
| ContentType | Journal Article |
| Copyright | Copyright Cambridge University Press, Publishing Division Nov 2003 |
| Copyright_xml | – notice: Copyright Cambridge University Press, Publishing Division Nov 2003 |
| DBID | BSCLL AAYXX CITATION CGR CUY CVF ECM EIF NPM 7QJ 7X8 7T9 |
| DOI | 10.1111/1469-7610.00193 |
| DatabaseName | Istex CrossRef Medline MEDLINE MEDLINE (Ovid) MEDLINE MEDLINE PubMed Applied Social Sciences Index & Abstracts (ASSIA) MEDLINE - Academic Linguistics and Language Behavior Abstracts (LLBA) |
| DatabaseTitle | CrossRef MEDLINE Medline Complete MEDLINE with Full Text PubMed MEDLINE (Ovid) Applied Social Sciences Index and Abstracts (ASSIA) MEDLINE - Academic Linguistics and Language Behavior Abstracts (LLBA) |
| DatabaseTitleList | CrossRef Applied Social Sciences Index and Abstracts (ASSIA) Applied Social Sciences Index and Abstracts (ASSIA) Linguistics and Language Behavior Abstracts (LLBA) MEDLINE - Academic MEDLINE |
| Database_xml | – sequence: 1 dbid: NPM name: PubMed url: https://proxy.k.utb.cz/login?url=http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed sourceTypes: Index Database – sequence: 2 dbid: EIF name: MEDLINE url: https://proxy.k.utb.cz/login?url=https://www.webofscience.com/wos/medline/basic-search sourceTypes: Index Database |
| DeliveryMethod | fulltext_linktorsrc |
| Discipline | Medicine Psychology |
| EISSN | 1469-7610 |
| EndPage | 1091 |
| ExternalDocumentID | 526488021 14626452 10_1111_1469_7610_00193 JCPP193 ark_67375_WNG_5T423PM0_7 |
| Genre | article Research Support, Non-U.S. Gov't Journal Article Review Feature |
| GroupedDBID | --- --K --Z ..I .3N .GA .GJ .Y3 05W 07C 0R~ 10A 186 1B1 1KJ 1OB 1OC 1VV 29K 31~ 33P 36B 3O- 4.4 41~ 50Y 50Z 51W 51Y 52M 52O 52Q 52R 52S 52T 52U 52V 52W 53G 5BI 5GY 5HH 5LA 5RE 5VS 66C 702 7PT 8-0 8-1 8-3 85S 8UM 930 9M8 A01 A04 AAAHA AABNI AAESR AAHHS AAONW AAOUF AASGY AASVR AAWTL AAXRX AAYJJ AAYOK AAZKR ABCQN ABCUV ABDBF ABDPE ABEML ABGDZ ABIVO ABJNI ABPPZ ABPVW ABQWH ABSOO ABTAH ABXGK ACAHQ ACBKW ACBWZ ACCFJ ACCZN ACFBH ACGFS ACGOF ACHQT ACMXC ACNCT ACPOU ACQPF ACSCC ACTDY ACXQS ADBBV ADBTR ADEMA ADEOM ADIZJ ADKYN ADMGS ADMHG ADXAS ADZMN AEEZP AEIGN AEIMD AENEX AEQDE AEUQT AEUYR AFBPY AFEBI AFFDN AFFNX AFFPM AFGKR AFKFF AFPWT AFZJQ AGHSJ AHBTC AHEFC AI. AIACR AIFKG AIURR AIWBW AJBDE ALAGY ALMA_UNASSIGNED_HOLDINGS ALUQN AMBMR AMYDB ASPBG ASTYK AVWKF AZBYB AZFZN AZVAB BAFTC BDRZF BFHJK BKOMP BMXJE BNVMJ BQESF BROTX BRXPI BSCLL BY8 C2- C45 CAG COF CS3 D-6 D-C D-I DC6 DCZOG DPXWK DR2 DRFUL DRMAN DRSSH DU5 EAD EAP EBD EBS EJD EMB EMK EMOBN EPS ESX EX3 F00 F5P FEDTE FUBAC FZ0 G-S G.N G50 GODZA HAOEW HGLYW HVGLF HZI HZ~ IHE IX1 J0M K48 KBYEO L7B LATKE LC2 LC4 LEEKS LH4 LITHE LOXES LP6 LP7 LPU LUTES LW6 LYRES M41 MEWTI MK4 MRFUL MRMAN MRSSH MSFUL MSMAN MSSSH MVM MXFUL MXMAN MXSSH N04 N06 NEJ NF~ NHB NQ- O66 O9- OHT OIG OVD P2P P2W P2Y P2Z P4B P4C PALCI PQQKQ PZZ Q.N Q11 QB0 R.K RCA RIG RIWAO RJQFR ROL RPZ RX1 RXW SAMSI SUPJJ SV3 TAE TEORI TN5 TUS TWZ UB1 UHB UKR UPT V9Y VH1 W8V W99 WBKPD WH7 WHDPE WIH WII WIJ WOHZO WOW WQZ WSUWO WXI WXSBR XG1 XJT XKC XOL XZL YF5 YQT YUY YYQ ZCA ZCG ZGI ZHY ZUP ZXP ZY4 ZZTAW ~IA ~WP AAHQN AAIPD AAMNL AANHP AAYCA ACRPL ACUHS ACYXJ ADNMO AFWVQ AFYRF ALVPJ YR5 AAYXX AETEA AEYWJ AGHNM AGQPQ CITATION CGR CUY CVF ECM EIF NPM VXZ YIN 7QJ AAMMB AEFGJ AGXDD AIDQK AIDYY 7X8 7T9 |
| ID | FETCH-LOGICAL-c4653-32bcdbb53b7f4e4a2a9c2a991cc4b2e83bc5a2cf2557e811709a1d4a8b4295443 |
| IEDL.DBID | DR2 |
| ISSN | 0021-9630 |
| IngestDate | Fri Sep 05 06:51:23 EDT 2025 Fri Sep 05 06:12:25 EDT 2025 Fri Sep 05 06:32:44 EDT 2025 Sat Sep 06 07:51:39 EDT 2025 Wed Feb 19 01:51:41 EST 2025 Tue Jul 01 01:40:02 EDT 2025 Thu Apr 24 22:51:33 EDT 2025 Wed Jan 22 17:07:39 EST 2025 Wed Oct 30 09:49:46 EDT 2024 |
| IsPeerReviewed | true |
| IsScholarly | true |
| Issue | 8 |
| Language | English |
| License | http://onlinelibrary.wiley.com/termsAndConditions#vor |
| LinkModel | DirectLink |
| MergedId | FETCHMERGED-LOGICAL-c4653-32bcdbb53b7f4e4a2a9c2a991cc4b2e83bc5a2cf2557e811709a1d4a8b4295443 |
| Notes | ark:/67375/WNG-5T423PM0-7 ArticleID:JCPP193 istex:54D392E6B4061A0EC5A0A171C4711733D776ABFB SourceType-Scholarly Journals-1 ObjectType-Feature-1 content type line 14 ObjectType-Article-1 ObjectType-Feature-2 content type line 23 ObjectType-Review-3 |
| PMID | 14626452 |
| PQID | 237010650 |
| PQPubID | 51545 |
| PageCount | 13 |
| ParticipantIDs | proquest_miscellaneous_85575797 proquest_miscellaneous_71396552 proquest_miscellaneous_57089713 proquest_journals_237010650 pubmed_primary_14626452 crossref_primary_10_1111_1469_7610_00193 crossref_citationtrail_10_1111_1469_7610_00193 wiley_primary_10_1111_1469_7610_00193_JCPP193 istex_primary_ark_67375_WNG_5T423PM0_7 |
| ProviderPackageCode | CITATION AAYXX |
| PublicationCentury | 2000 |
| PublicationDate | 2003-11 November 2003 2003-11-00 2003-Nov 20031101 |
| PublicationDateYYYYMMDD | 2003-11-01 |
| PublicationDate_xml | – month: 11 year: 2003 text: 2003-11 |
| PublicationDecade | 2000 |
| PublicationPlace | Oxford, UK |
| PublicationPlace_xml | – name: Oxford, UK – name: England – name: Oxford |
| PublicationTitle | Journal of child psychology and psychiatry |
| PublicationTitleAlternate | J Child Psychol Psychiatry |
| PublicationYear | 2003 |
| Publisher | Blackwell Publishing Blackwell Publishing Ltd |
| Publisher_xml | – name: Blackwell Publishing – name: Blackwell Publishing Ltd |
| References | Burd, L., & Kerbeshian, J. (1985). Inquiry into the incidence of hyperlexia in a statewide population of children with Pervasive Developmental Disorder. Psychological Reports, 57, 236 - 238. Cabeza, R., & Nyberg, L. (2000). Imaging cognition II: An empirical review of 275 PET and fMRI studies. Journal of Cognitive Neuroscience, 12, 1 - 47. Pennington, B.F., Gilger, J.W., Olson, R.K., & DeFries, J.C. (1992). The external validity of age- versus IQ-discrepancy definitions of reading disability: Lessons from a twin study. Journal of Learning Disabilities, 25, 562 - 573. Bryson, S.E., Landry, R., & Smith, I.M. (1994). Brief report: A case study of literacy and socioemotional development in a mute autistic female. Journal of Autism and Developmental Disorders, 24, 225 - 231. Manner, I. (1943). Autistic disturbances of affective contact. Nervous Child, 2, 217 - 250. Nation, K., & Snowling, M.J. (1998b). Semantic processing and the development of word recognition skills: Evidence from children with reading comprehension difficulties. Journal of Memory and Language, 39, 85 - 101. Richman, L.C., & Wood, K.M. (2002). Learning disability subtypes: Classification of high functioning hyperlexia. Brain and Language, 82, 10 - 21. Bergman, P., & Escalona, S. (1948). Usual sensitivities in very young children. Psychoanalytic Study of the Child, 3-4, 333 - 352. Healy, J.M. (1982). The enigma of hyperlexia. Reading Research Quarterly, 17, 319 - 338. Glosser, G., Friedman, R.B., & Roeltgen, D.P. (1996). Clues to cognitive organization of reading and writing from developmental hyperlexia. Neuropsychology, 10, 168 - 175. Silberberg, N.E., & Silberberg, M.C. (1971). Hyperlexia: The other end of the continuum. Journal of Special Education, 3, 233 - 242. Smith, I.S., & Bryson, S.E. (1988). Monozygotic twins concordant for autism and hyperlexia. Developmental Medicine and Child Neurology, 30, 527 - 535. Aram, D. (1997). Hyperlexia: Reading without meaning in young children. Topics in Language Disorders, 7, 1 - 13. Nation, K. (1999). Reading skills in hyperlexia: A developmental perspective. Psychological Bulletin, 125, 338 - 355. Manroe, M. (1932). Children who cannot read. Chicago, IL: University of Chicago Press. DeLong, G.R., Ritch, C.R., & Burch, S. (2002). Fluoxetine response in children with autistic spectrum disorders: Correlation with familial major affective disorder and intellectual achievement. Developmental Medicine and Child Neurology, 44, 652 - 659. Elliott, D.E., & Needleman, R.M. (1976). The syndrome of hyperlexia. Brain and Language, 3, 339 - 349. Temple, C.M., & Carney, R. (1996). Reading skills in children with Turner's syndrome: An analysis of hyperlexia. Cortex, 32, 335 - 345. Jackson, N.E., Donaldson, G.W., & Cleland, L.N. (1988). The structure of precocious reading ability. Journal of Educational Psychology, 80, 234 - 243. Bishop, D.V., & Adams, C. (1991). A prospective study of the relationship between specific language impairment, phonological disorders and reading retardation. Journal of Child Psychology and Psychiatry, 31, 1027 - 1050. Kanner, L. (1943). Autistic disturbances of affective contact. Nervous Child, 21, 217 - 250. Temple, C.M. (1990). Auditory and reading comprehension in hyperlexia: Semantic and syntactic skills. Reading and Writing: An Interdisciplinary Journal, 2, 297 - 306. Graziani, L.J., Brodsky, K., Mason, J.C., & Cager, R.P. (1983). Variability in IQ scores and prognosis of children with hyperlexia. Journal of the American Academy of Child Psychiatry, 22, 441 - 443. Trueswell, J.C., Sekerina, I., Hill, N.M., & Logrip, M.L. (1999). The kindergarten-path effect: Studying on-line sentence processing in young children. Cognition, 73, 89 - 134. Eisenberg, L., & Kanner, L. (1956). Early infantile autism, 1943-1955. American Journal of Orthopsychiatry, 26, 556 - 566. Goodman, J. (1972). A case study of an autistic savant: Mental function in the psychotic child markedly discrepant abilities. Journal of Child Psychology and Psychiatry, 13, 267 - 278. Burd, L., Fisher, W., Knowlton, D., & Kerbeshian, J. (1987). Hyperlexia: A marker for improvement in children with pervasive developmental disorder? Journal of American Academy of Child and Adolescent Psychiatry, 26, 407 - 412. Schlaggar, B.L., Brown, T.T., Lugar, H.M., Visscher, K.M., Miezin, F.M., & Petersen, S.E. (2002). Functional neuroanatomical differences between adults and school-age children in the processing of single words. Science, 296, 1476 - 1479. Kupperman, P. (1997). Precocious reading skills may signal hyperlexia. The Brown University Child and Adolescent Behavior Letter, 13, 2 - 4. Healy, J.M., & Aram, D.M. (1986). Hyperlexia and dyslexia: A family study. Annals of Dyslexia, 36, 226 - 253. Cobrinik, L. (1982). The performance of hyperlexic children on an 'incomplete words' task. Neuropsychology, 20, 569 - 577. DeHirsch, K. (1971). Are hyperlexics dyslexic? The Journal of Special Education, 5, 243 - 246. Grigorenko, E.L., & Katz, L. (2003). Types of reading difficulties in Russian. Unpublished manuscript. Crain-Thoreson, C., & Dale, P.S. (1992). Do early talkers become early readers? Linguistic precocity, preschool language, and emergent literacy. Developmental Psychology, 28, 421 - 429. Fontenelle, S., & Alarcon, M. (1982). Hyperlexia: Precocious word recognition in developmentally delayed children. Perceptual and Motor Skills, 55, 247 - 252. Aram, D.M., Ekelman, B.L., & Healy, J.M. (1984, June). Reading profiles of hyperlexic children. Paper presented at the meeting of the International Neuropsychology Society, Aachen, West Germany. Nation, K. (2001). Exposing hidden deficits (Spearman Medal Lecture). The Psychologist, 14, 238 - 242. Worthy, J., & Invernizzi, M. (1995). Linking reading with meaning: A case study of a hyperlexic reader. Journal of Reading Behavior, 27, 585 - 603. Siegel, L.S. (1984). A longitudinal study of a hyperlexic child: Hyperlexia as a language disorder. Neuropsychologia, 22, 577 - 585. Goldberg, T.E. (1987). On hermetic reading abilities. Journal of Autism and Developmental Disorders, 17, 29 - 44. Cobrinik, L. (1974). Unusual reading ability in severely disturbed children. Journal of Autism and Childhood Schizophrenia, 4, 163 - 175. Patti, P.J., & Lupinetti, L. (1993). Brief report: Implications of hyperlexia in an autistic savant. Journal of Autism and Developmental Disorders, 23, 397 - 405. Cossu, G., & Marshall, J.C. (1986). Theoretical implications of the hyperlexia syndrome: The new Italian cases. Cortex, 22, 579 - 598. Mehegan, C.C., & Dreifuss, F.E. (1972). Hyperlexia. Neurology, 22, 1105 - 1111. Huttenlocher, P.R., & Huttenlocher, J.A. (1973). A study of children with hyperlexia. Neurology, 23, 1107 - 1116. Whitehouse, D., & Harris, J. (1984). Hyperlexia in autism. Journal of Autism and Developmental Disorders, 14, 281 - 289. Jackson, N.E., & Biemiller, A.J. (1985). Letter, word, and text reading times of precocious and average readers. Child Development, 56, 196 - 206. McClure, P.H., & Hynd, G.W. (1983). Is hyperlexia a severe reading disorder or a symptom of psychiatric disturbance? Nosological considerations. Clinical Neuropsychology, 4, 145 - 149. Richman, L.C., & Kitchell, M.M. (1981). Hyperlexia as a variant of developmental language disorder. Brain and Language, 12, 203 - 212. Frith, U., & Snowling, M. (1983). Reading for meaning and reading for sound in autistic and dyslexia children. British Journal of Developmental Psychology, 1, 329 - 342. Grigorenko, E.L., Klin, A., Pails, D.L., Sent, 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 Disorders, 32, 3 - 11. Pennington, B.F., Johnson, C., & Welsh, M.C. (1987). Unexpected reading precocity in a normal preschooler: Implications for hyperlexia. Brain and Language, 30, 165 - 180. Phillips, A. (1930). Talented imbeciles. Psychology Clinics, 18, 246 - 265. Grigorenko, E.L. (2001). Developmental dyslexia: An update on genes, brains, and environments. Journal of Child Psychology and Psychiatry, 42, 91 - 125. Hohnen, B., & Stevenson, J. (1999). The structure of genetic influences on general cognitive, language, phonological, and reading abilities. Developmental Psychology, 35, 590 - 603. Snowling, M. (2002). Individual differences in children's reading disabilities: Sound and meaning in learning to read. The Twenty-First Vernon-Wall Lecture. Leicester: British Psychological Society. Nation, K., & Snowling, M.J. (2000). Factors influencing syntactic awareness in normal readers and poor comprehenders. Applied Psycholinguistics, 21, 229 - 241. Sparks, R.L. (2001). Phonemic awareness and reading skills in hyperlexic children: A longitudinal study. Reading and Writing: An Interdisciplinary Journal, 14, 333 - 360. Nation, K., & Snowling, M.J. (1999). Developmental differences in sensitivity to semantic relations among good and poor comprehenders: Evidence from semantic priming. Cognition, 70, B1 - 13. Niensted, S.M. (1968). Hyperlexia: An educational disease? Exceptional Children, 35, 162 - 163. Healy, J.M., Aram, D.M., Horwitz, S.J., & Kessler, J.W. (1982). A study of hyperlexia. Brain and Language, 9, 1 - 23. Cohen, M.J., Hall, J., & Riccio, C.A. (1997). Neuropsychological profiles of children diagnosed as specific language impaired with and without hyperlexia. Archives of Clinical Neuropsychology, 12, 223 - 229. Leach, J.M., & Scarborough, H.S. (in press). Late-emerging reading disabilities. Journal of Educational Psychology. Sparks, R.L., & Artzer, M. (2000). Foreign language learning, hyperlexia, and early word recognition. Annals of Dyslexia, 50, 189 - 211. Tirosh, E., & Canby, J. (1993). Autism with hyperlexia: A distinct syndrome? American Journal of Mental Retardation, 98, 84 - 92. Nation, K., & Snowling, M.J. (1998a). Individual differences in contextual facilitation: Evidence from dyslexia and poor reading comprehension. Child Development, 69, 996 - 1011. Seymour, P.H.K., & Evans, H 1948; 3–4 1987; 3 1993; 23 1982; 17 1987; 32 1987; 30 1983; 1 1984; 22 1969; 32 1986; 36 1983; 4 1982; 55 1932 2000; 50 1930; 18 1994; 24 1999; 125 1988; 30 1996; 32 1997; 7 1978 2001; 42 1974; 4 1992; 9 2001 1984; 14 1986; 42 1995; 27 2000; 12 196869; 7 2002; 84 1982; 20 1997; 13 1997; 12 2002; 44 1997; 56 1982; 9 1984 1982 1984, June 1981 1972; 13 1985; 56 1988; 80 2001; 14 1971; 5 1989 1985; 57 1983; 22 1988 1971; 3 1998a; 69 1988; 18 2002; 296 1984; 107 1943; 2 2000; 21 1991; 31 1919; 11 2002; 32 1976; 3 1953 1988; 12 1996 1994 2002; 82 2003 1992 1991 2002 1972; 22 1996; 10 1987; 17 1955 1995; 7 1990; 2 1968; 35 1943; 21 1998b; 39 1986; 22 1973; 23 1967; 34 1993; 98 1992; 28 1999; 35 1956; 26 1992; 25 1999; 73 1999; 70 1987; 26 1981; 12 e_1_2_18_60_1 Bergman P. (e_1_2_18_9_1) 1948; 3 Smith I.S. (e_1_2_18_83_1) 1988 Needleman R.M. (e_1_2_18_64_1) 1982 e_1_2_18_22_1 e_1_2_18_68_1 e_1_2_18_41_1 Silberberg N.E. (e_1_2_18_80_1) 1967; 34 Bender L. (e_1_2_18_7_1) 1955 e_1_2_18_26_1 e_1_2_18_87_1 e_1_2_18_90_1 Manroe M. (e_1_2_18_55_1) 1932 Bishop D.V. (e_1_2_18_10_1) 1991; 31 e_1_2_18_33_1 e_1_2_18_75_1 e_1_2_18_94_1 e_1_2_18_18_1 Jackson N.E. (e_1_2_18_45_1) 1988; 80 e_1_2_18_14_1 e_1_2_18_37_1 Cain A.C. (e_1_2_18_16_1) 1969; 32 Klin A. (e_1_2_18_49_1) Aram D.M. (e_1_2_18_6_1) 1984 Worthy J. (e_1_2_18_98_1) 1995; 27 e_1_2_18_82_1 e_1_2_18_21_1 e_1_2_18_44_1 e_1_2_18_63_1 e_1_2_18_40_1 e_1_2_18_29_1 e_1_2_18_86_1 e_1_2_18_25_1 e_1_2_18_48_1 McClure P.H. (e_1_2_18_56_1) 1983; 4 Siegel L.S. (e_1_2_18_79_1) 1994 Shaywitz B.A. (e_1_2_18_77_1) 1996 e_1_2_18_70_1 e_1_2_18_32_1 Mahler M.S. (e_1_2_18_53_1) 1953 e_1_2_18_78_1 e_1_2_18_13_1 e_1_2_18_74_1 Parker S.W. (e_1_2_18_67_1) 1919; 11 e_1_2_18_97_1 e_1_2_18_17_1 Grigorenko E.L. (e_1_2_18_36_1) 2003 Tirosh E. (e_1_2_18_93_1) 1993; 98 e_1_2_18_81_1 Aram D.M. (e_1_2_18_5_1) 1988 e_1_2_18_24_1 e_1_2_18_66_1 e_1_2_18_3_1 Leach J.M. (e_1_2_18_51_1) e_1_2_18_20_1 e_1_2_18_62_1 e_1_2_18_28_1 e_1_2_18_47_1 e_1_2_18_89_1 LeBrun Y. (e_1_2_18_52_1) 1988 Niensted S.M. (e_1_2_18_65_1) 1968; 35 e_1_2_18_92_1 Kupperman P. (e_1_2_18_50_1) 1997; 13 Jackson N.E. (e_1_2_18_43_1) 1992 e_1_2_18_12_1 e_1_2_18_35_1 e_1_2_18_31_1 e_1_2_18_73_1 Kanner L. (e_1_2_18_46_1) 1943; 21 e_1_2_18_96_1 Benton A.L. (e_1_2_18_8_1) 1978 e_1_2_18_39_1 e_1_2_18_58_1 Phillips A. (e_1_2_18_71_1) 1930; 18 Van Daal V.H.P. (e_1_2_18_95_1) 2001 e_1_2_18_2_1 e_1_2_18_23_1 e_1_2_18_42_1 e_1_2_18_61_1 e_1_2_18_84_1 e_1_2_18_88_1 Aram D.M. (e_1_2_18_4_1) 1984 e_1_2_18_27_1 e_1_2_18_69_1 e_1_2_18_91_1 Snowling M. (e_1_2_18_85_1) 2002 e_1_2_18_11_1 e_1_2_18_57_1 e_1_2_18_34_1 e_1_2_18_76_1 e_1_2_18_30_1 e_1_2_18_72_1 e_1_2_18_19_1 e_1_2_18_15_1 Manner I. (e_1_2_18_54_1) 1943; 2 e_1_2_18_38_1 Nation K. (e_1_2_18_59_1) 2001; 14 |
| References_xml | – reference: Kanner, L. (1943). Autistic disturbances of affective contact. Nervous Child, 21, 217 - 250. – reference: DeHirsch, K. (1971). Are hyperlexics dyslexic? The Journal of Special Education, 5, 243 - 246. – reference: Temple, C.M., & Carney, R. (1996). Reading skills in children with Turner's syndrome: An analysis of hyperlexia. Cortex, 32, 335 - 345. – reference: Silberberg, N.E., & Silberberg, M.C. (1967). Hyperlexia: Specific word recognition skills in young children. Exceptional Child, 34, 41 - 42. – reference: Nation, K. (1999). Reading skills in hyperlexia: A developmental perspective. Psychological Bulletin, 125, 338 - 355. – reference: Bryson, S.E., Landry, R., & Smith, I.M. (1994). Brief report: A case study of literacy and socioemotional development in a mute autistic female. Journal of Autism and Developmental Disorders, 24, 225 - 231. – reference: Temple, C.M. (1990). Auditory and reading comprehension in hyperlexia: Semantic and syntactic skills. Reading and Writing: An Interdisciplinary Journal, 2, 297 - 306. – reference: Parker, S.W. (1919). Pseudo-talent for words. Psychology Clinics, 11, 1 - 7. – reference: Bergman, P., & Escalona, S. (1948). Usual sensitivities in very young children. Psychoanalytic Study of the Child, 3-4, 333 - 352. – reference: Cohen, M.J., Campbell, R.C., & Gelardo, M. (1987). Hyperlexia: A variant of aphasia or dyslexia. Pediatric Neurology, 3, 22 - 28. – reference: McClure, P.H., & Hynd, G.W. (1983). Is hyperlexia a severe reading disorder or a symptom of psychiatric disturbance? Nosological considerations. Clinical Neuropsychology, 4, 145 - 149. – reference: Burd, L., & Kerbeshian, J. (1988). Familial pervasive development disorder, Tourette disorder, and hyperlexia. Neuroscience and Biobehavioral Reviews, 12, 233 - 234. – reference: Richman, L.C., & Wood, K.M. (2002). Learning disability subtypes: Classification of high functioning hyperlexia. Brain and Language, 82, 10 - 21. – reference: Kennedy, B. (2002). Hyperlexia profiles. Brain and Language, 84, 204 - 221. – reference: Siegel, L.S. (1984). A longitudinal study of a hyperlexic child: Hyperlexia as a language disorder. Neuropsychologia, 22, 577 - 585. – reference: Nation, K., & Snowling, M.J. (1998a). Individual differences in contextual facilitation: Evidence from dyslexia and poor reading comprehension. Child Development, 69, 996 - 1011. – reference: Jackson, N.E., Donaldson, G.W., & Cleland, L.N. (1988). The structure of precocious reading ability. Journal of Educational Psychology, 80, 234 - 243. – reference: O'Connor, N., & Hermelin, B. (1994). Two autistic savant readers. Journal of Autism and Developmental Disorders, 24, 501 - 515. – reference: Snowling, M. (2002). Individual differences in children's reading disabilities: Sound and meaning in learning to read. The Twenty-First Vernon-Wall Lecture. Leicester: British Psychological Society. – reference: Jackson, N.E., & Biemiller, A.J. (1985). Letter, word, and text reading times of precocious and average readers. Child Development, 56, 196 - 206. – reference: Whitehouse, D., & Harris, J. (1984). Hyperlexia in autism. Journal of Autism and Developmental Disorders, 14, 281 - 289. – reference: Nation, K., & Snowling, M.J. (2000). Factors influencing syntactic awareness in normal readers and poor comprehenders. Applied Psycholinguistics, 21, 229 - 241. – reference: Healy, J.M. (1982). The enigma of hyperlexia. Reading Research Quarterly, 17, 319 - 338. – reference: Worthy, J., & Invernizzi, M. (1995). Linking reading with meaning: A case study of a hyperlexic reader. Journal of Reading Behavior, 27, 585 - 603. – reference: Burd, L., Fisher, W., Knowlton, D., & Kerbeshian, J. (1987). Hyperlexia: A marker for improvement in children with pervasive developmental disorder? Journal of American Academy of Child and Adolescent Psychiatry, 26, 407 - 412. – reference: Silberberg, N.E., & Silberberg, M.C. (196869). Case histories in hyperlexia. Journal of School Psychology, 7, 3 - 7. – reference: Niensted, S.M. (1968). Hyperlexia: An educational disease? Exceptional Children, 35, 162 - 163. – reference: Glosser, G., Grugan, P., & Friedman, R.B. (1997). Semantic memory impairment does not impact on phonological and orthographic processing in a case of developmental hyperlexia. Brain and Language, 56, 234 - 247. – reference: Aram, D.M., Ekelman, B.L., & Healy, J.M. (1984, June). Reading profiles of hyperlexic children. Paper presented at the meeting of the International Neuropsychology Society, Aachen, West Germany. – reference: Manner, I. (1943). Autistic disturbances of affective contact. Nervous Child, 2, 217 - 250. – reference: Nation, K., & Snowling, M.J. (1998b). Semantic processing and the development of word recognition skills: Evidence from children with reading comprehension difficulties. Journal of Memory and Language, 39, 85 - 101. – reference: Tirosh, E., & Canby, J. (1993). Autism with hyperlexia: A distinct syndrome? American Journal of Mental Retardation, 98, 84 - 92. – reference: Mehegan, C.C., & Dreifuss, F.E. (1972). Hyperlexia. Neurology, 22, 1105 - 1111. – reference: Elliott, D.E., & Needleman, R.M. (1976). The syndrome of hyperlexia. Brain and Language, 3, 339 - 349. – reference: Seymour, P.H.K., & Evans, H.M. (1992). Beginning reading without semantics: A cognitive study of hyperlexia. Cognitive Neuropsychology, 9, 89 - 122. – reference: Sparks, R.L. (1995). Phonemic awareness in hyperlexic children. Reading and Writing: An Interdisciplinary Journal, 7, 217 - 235. – reference: Van Daal, V.H.P., & Miles, T.R. (2001, March). Another look at the British births cohort study: Another explanation? Paper presented at Annual Meeting of the British Dyslexia Association, York, England. – reference: Grigorenko, E.L., & Katz, L. (2003). Types of reading difficulties in Russian. Unpublished manuscript. – reference: Burd, L., & Kerbeshian, J. (1985). Inquiry into the incidence of hyperlexia in a statewide population of children with Pervasive Developmental Disorder. Psychological Reports, 57, 236 - 238. – reference: Cobrinik, L. (1974). Unusual reading ability in severely disturbed children. Journal of Autism and Childhood Schizophrenia, 4, 163 - 175. – reference: Silberberg, N.E., & Silberberg, M.C. (1971). Hyperlexia: The other end of the continuum. Journal of Special Education, 3, 233 - 242. – reference: Frith, U., & Snowling, M. (1983). Reading for meaning and reading for sound in autistic and dyslexia children. British Journal of Developmental Psychology, 1, 329 - 342. – reference: Glosser, G., Friedman, R.B., & Roeltgen, D.P. (1996). Clues to cognitive organization of reading and writing from developmental hyperlexia. Neuropsychology, 10, 168 - 175. – reference: Snowling, M., & Frith, U. (1986). Comprehension in hyperlexic readers. Journal of Experimental Child Psychology, 42, 392 - 415. – reference: Sparks, R.L. (2001). Phonemic awareness and reading skills in hyperlexic children: A longitudinal study. Reading and Writing: An Interdisciplinary Journal, 14, 333 - 360. – reference: Trueswell, J.C., Sekerina, I., Hill, N.M., & Logrip, M.L. (1999). The kindergarten-path effect: Studying on-line sentence processing in young children. Cognition, 73, 89 - 134. – reference: Healy, J.M., Aram, D.M., Horwitz, S.J., & Kessler, J.W. (1982). A study of hyperlexia. Brain and Language, 9, 1 - 23. – reference: Patti, P.J., & Lupinetti, L. (1993). Brief report: Implications of hyperlexia in an autistic savant. Journal of Autism and Developmental Disorders, 23, 397 - 405. – reference: Bishop, D.V., & Adams, C. (1991). A prospective study of the relationship between specific language impairment, phonological disorders and reading retardation. Journal of Child Psychology and Psychiatry, 31, 1027 - 1050. – reference: Nation, K., & Snowling, M.J. (1999). Developmental differences in sensitivity to semantic relations among good and poor comprehenders: Evidence from semantic priming. Cognition, 70, B1 - 13. – reference: Graziani, L.J., Brodsky, K., Mason, J.C., & Cager, R.P. (1983). Variability in IQ scores and prognosis of children with hyperlexia. Journal of the American Academy of Child Psychiatry, 22, 441 - 443. – reference: Kupperman, P. (1997). Precocious reading skills may signal hyperlexia. The Brown University Child and Adolescent Behavior Letter, 13, 2 - 4. – reference: Cobrinik, L. (1982). The performance of hyperlexic children on an 'incomplete words' task. Neuropsychology, 20, 569 - 577. – reference: Kistner, J., Robbins, F., & Haskett, M. (1988). Assessment and skill remediation of hyperlexia children. Journal of Autism and Developmental Disorders, 18, 191 - 205. – reference: Aaron, P.G. (1989). Dyslexia and hyperlexia. Boston, MA: Kluwer Academic Publishers. – reference: Welsh, M.C., Pennington, B.F., & Rogers, S. (1987). Word recognition and comprehension skills in hyperlexic children. Brain and Language, 32, 76 - 96. – reference: Healy, J.M., & Aram, D.M. (1986). Hyperlexia and dyslexia: A family study. Annals of Dyslexia, 36, 226 - 253. – reference: Nation, K. (2001). Exposing hidden deficits (Spearman Medal Lecture). The Psychologist, 14, 238 - 242. – reference: Richman, L.C., & Kitchell, M.M. (1981). Hyperlexia as a variant of developmental language disorder. Brain and Language, 12, 203 - 212. – reference: Fontenelle, S., & Alarcon, M. (1982). Hyperlexia: Precocious word recognition in developmentally delayed children. Perceptual and Motor Skills, 55, 247 - 252. – reference: Pennington, B.F., Gilger, J.W., Olson, R.K., & DeFries, J.C. (1992). The external validity of age- versus IQ-discrepancy definitions of reading disability: Lessons from a twin study. Journal of Learning Disabilities, 25, 562 - 573. – reference: Grigorenko, E.L. (2001). Developmental dyslexia: An update on genes, brains, and environments. Journal of Child Psychology and Psychiatry, 42, 91 - 125. – reference: Manroe, M. (1932). Children who cannot read. Chicago, IL: University of Chicago Press. – reference: Cabeza, R., & Nyberg, L. (2000). Imaging cognition II: An empirical review of 275 PET and fMRI studies. Journal of Cognitive Neuroscience, 12, 1 - 47. – reference: Goodman, J. (1972). A case study of an autistic savant: Mental function in the psychotic child markedly discrepant abilities. Journal of Child Psychology and Psychiatry, 13, 267 - 278. – reference: Phillips, A. (1930). Talented imbeciles. Psychology Clinics, 18, 246 - 265. – reference: Smith, I.S., & Bryson, S.E. (1988). Monozygotic twins concordant for autism and hyperlexia. Developmental Medicine and Child Neurology, 30, 527 - 535. – reference: Cohen, M.J., Hall, J., & Riccio, C.A. (1997). Neuropsychological profiles of children diagnosed as specific language impaired with and without hyperlexia. Archives of Clinical Neuropsychology, 12, 223 - 229. – reference: Cossu, G., & Marshall, J.C. (1986). Theoretical implications of the hyperlexia syndrome: The new Italian cases. Cortex, 22, 579 - 598. – reference: Hohnen, B., & Stevenson, J. (1999). The structure of genetic influences on general cognitive, language, phonological, and reading abilities. Developmental Psychology, 35, 590 - 603. – reference: Pennington, B.F., Johnson, C., & Welsh, M.C. (1987). Unexpected reading precocity in a normal preschooler: Implications for hyperlexia. Brain and Language, 30, 165 - 180. – reference: Goldberg, T.E. (1987). On hermetic reading abilities. Journal of Autism and Developmental Disorders, 17, 29 - 44. – reference: DeLong, G.R., Ritch, C.R., & Burch, S. (2002). Fluoxetine response in children with autistic spectrum disorders: Correlation with familial major affective disorder and intellectual achievement. Developmental Medicine and Child Neurology, 44, 652 - 659. – reference: Huttenlocher, P.R., & Huttenlocher, J.A. (1973). A study of children with hyperlexia. Neurology, 23, 1107 - 1116. – reference: Crain-Thoreson, C., & Dale, P.S. (1992). Do early talkers become early readers? Linguistic precocity, preschool language, and emergent literacy. Developmental Psychology, 28, 421 - 429. – reference: Grigorenko, E.L., Klin, A., Pails, D.L., Sent, 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 Disorders, 32, 3 - 11. – reference: Sparks, R.L., & Artzer, M. (2000). Foreign language learning, hyperlexia, and early word recognition. Annals of Dyslexia, 50, 189 - 211. – reference: Eisenberg, L., & Kanner, L. (1956). Early infantile autism, 1943-1955. American Journal of Orthopsychiatry, 26, 556 - 566. – reference: Leach, J.M., & Scarborough, H.S. (in press). Late-emerging reading disabilities. Journal of Educational Psychology. – reference: Cain, A.C. (1969). Special 'isolated' abilities in severely psychotic young children. Psychiatry, 32, 137 - 149. – reference: Schlaggar, B.L., Brown, T.T., Lugar, H.M., Visscher, K.M., Miezin, F.M., & Petersen, S.E. (2002). Functional neuroanatomical differences between adults and school-age children in the processing of single words. Science, 296, 1476 - 1479. – reference: Goldberg, T.E., & Rothermel, R.D. (1984). Hyperlexic children reading. Brain, 107, 759 - 785. – reference: Aram, D. (1997). Hyperlexia: Reading without meaning in young children. Topics in Language Disorders, 7, 1 - 13. – volume: 3 start-page: 233 year: 1971 end-page: 242 article-title: Hyperlexia: The other end of the continuum publication-title: Journal of Special Education – start-page: 70 year: 1988 end-page: 102 – volume: 21 start-page: 229 year: 2000 end-page: 241 article-title: Factors influencing syntactic awareness in normal readers and poor comprehenders publication-title: Applied Psycholinguistics – year: 1981 – volume: 125 start-page: 338 year: 1999 end-page: 355 article-title: Reading skills in hyperlexia: A developmental perspective publication-title: Psychological Bulletin – volume: 50 start-page: 189 year: 2000 end-page: 211 article-title: Foreign language learning, hyperlexia, and early word recognition publication-title: Annals of Dyslexia – volume: 35 start-page: 590 year: 1999 end-page: 603 article-title: The structure of genetic influences on general cognitive, language, phonological, and reading abilities publication-title: Developmental Psychology – year: 2001 – year: 1989 – volume: 24 start-page: 225 year: 1994 end-page: 231 article-title: Brief report: A case study of literacy and socioemotional development in a mute autistic female publication-title: Journal of Autism and Developmental Disorders – volume: 107 start-page: 759 year: 1984 end-page: 785 article-title: Hyperlexic children reading publication-title: Brain – volume: 7 start-page: 1 year: 1997 end-page: 13 article-title: Hyperlexia: Reading without meaning in young children publication-title: Topics in Language Disorders – volume: 98 start-page: 84 year: 1993 end-page: 92 article-title: Autism with hyperlexia: A distinct syndrome? publication-title: American Journal of Mental Retardation – volume: 26 start-page: 556 year: 1956 end-page: 566 article-title: Early infantile autism, 1943–1955 publication-title: American Journal of Orthopsychiatry – start-page: 473 year: 1982 end-page: 482 – start-page: 143 year: 1991 end-page: 163 – volume: 14 start-page: 281 year: 1984 end-page: 289 article-title: Hyperlexia in autism publication-title: Journal of Autism and Developmental Disorders – volume: 3 start-page: 22 year: 1987 end-page: 28 article-title: Hyperlexia: A variant of aphasia or dyslexia publication-title: Pediatric Neurology – volume: 56 start-page: 234 year: 1997 end-page: 247 article-title: Semantic memory impairment does not impact on phonological and orthographic processing in a case of developmental hyperlexia publication-title: Brain and Language – volume: 22 start-page: 579 year: 1986 end-page: 598 article-title: Theoretical implications of the hyperlexia syndrome: The new Italian cases publication-title: Cortex – volume: 18 start-page: 191 year: 1988 end-page: 205 article-title: Assessment and skill remediation of hyperlexia children publication-title: Journal of Autism and Developmental Disorders – volume: 30 start-page: 165 year: 1987 end-page: 180 article-title: Unexpected reading precocity in a normal preschooler: Implications for hyperlexia publication-title: Brain and Language – volume: 3–4 start-page: 333 year: 1948 end-page: 352 article-title: Usual sensitivities in very young children publication-title: Psychoanalytic Study of the Child – volume: 4 start-page: 163 year: 1974 end-page: 175 article-title: Unusual reading ability in severely disturbed children publication-title: Journal of Autism and Childhood Schizophrenia – volume: 69 start-page: 996 year: 1998a end-page: 1011 article-title: Individual differences in contextual facilitation: Evidence from dyslexia and poor reading comprehension publication-title: Child Development – volume: 26 start-page: 407 year: 1987 end-page: 412 article-title: Hyperlexia: A marker for improvement in children with pervasive developmental disorder? publication-title: Journal of American Academy of Child and Adolescent Psychiatry – volume: 17 start-page: 29 year: 1987 end-page: 44 article-title: On hermetic reading abilities publication-title: Journal of Autism and Developmental Disorders – year: 1994 – article-title: Late‐emerging reading disabilities publication-title: Journal of Educational Psychology – volume: 32 start-page: 3 year: 2002 end-page: 11 article-title: A descriptive study of hyperlexia in a clinically referred sample of children with developmental delays publication-title: Journal of Autism and Developmental Disorders – volume: 42 start-page: 91 year: 2001 end-page: 125 article-title: Developmental dyslexia: An update on genes, brains, and environments publication-title: Journal of Child Psychology and Psychiatry – volume: 35 start-page: 162 year: 1968 end-page: 163 article-title: Hyperlexia: An educational disease? publication-title: Exceptional Children – volume: 27 start-page: 585 year: 1995 end-page: 603 article-title: Linking reading with meaning: A case study of a hyperlexic reader publication-title: Journal of Reading Behavior – volume: 32 start-page: 137 year: 1969 end-page: 149 article-title: Special ‘isolated’ abilities in severely psychotic young children publication-title: Psychiatry – volume: 82 start-page: 10 year: 2002 end-page: 21 article-title: Learning disability subtypes: Classification of high functioning hyperlexia publication-title: Brain and Language – volume: 56 start-page: 196 year: 1985 end-page: 206 article-title: Letter, word, and text reading times of precocious and average readers publication-title: Child Development – volume: 25 start-page: 562 year: 1992 end-page: 573 article-title: The external validity of age‐ versus IQ‐discrepancy definitions of reading disability: Lessons from a twin study publication-title: Journal of Learning Disabilities – volume: 80 start-page: 234 year: 1988 end-page: 243 article-title: The structure of precocious reading ability publication-title: Journal of Educational Psychology – volume: 57 start-page: 236 year: 1985 end-page: 238 article-title: Inquiry into the incidence of hyperlexia in a statewide population of children with Pervasive Developmental Disorder publication-title: Psychological Reports – volume: 13 start-page: 2 year: 1997 end-page: 4 article-title: Precocious reading skills may signal hyperlexia publication-title: The Brown University Child and Adolescent Behavior Letter – volume: 84 start-page: 204 year: 2002 end-page: 221 article-title: Hyperlexia profiles publication-title: Brain and Language – volume: 21 start-page: 217 year: 1943 end-page: 250 article-title: Autistic disturbances of affective contact publication-title: Nervous Child – volume: 2 start-page: 217 year: 1943 end-page: 250 article-title: Autistic disturbances of affective contact publication-title: Nervous Child – volume: 31 start-page: 1027 year: 1991 end-page: 1050 article-title: A prospective study of the relationship between specific language impairment, phonological disorders and reading retardation publication-title: Journal of Child Psychology and Psychiatry – volume: 14 start-page: 333 year: 2001 end-page: 360 article-title: Phonemic awareness and reading skills in hyperlexic children: A longitudinal study publication-title: Reading and Writing: An Interdisciplinary Journal – volume: 39 start-page: 85 year: 1998b end-page: 101 article-title: Semantic processing and the development of word recognition skills: Evidence from children with reading comprehension difficulties publication-title: Journal of Memory and Language – volume: 12 start-page: 203 year: 1981 end-page: 212 article-title: Hyperlexia as a variant of developmental language disorder publication-title: Brain and Language – volume: 34 start-page: 41 year: 1967 end-page: 42 article-title: Hyperlexia: Specific word recognition skills in young children publication-title: Exceptional Child – year: 1955 – volume: 24 start-page: 501 year: 1994 end-page: 515 article-title: Two autistic savant readers publication-title: Journal of Autism and Developmental Disorders – volume: 14 start-page: 238 year: 2001 end-page: 242 article-title: Exposing hidden deficits (Spearman Medal Lecture) publication-title: The Psychologist – volume: 7 start-page: 217 year: 1995 end-page: 235 article-title: Phonemic awareness in hyperlexic children publication-title: Reading and Writing: An Interdisciplinary Journal – volume: 10 start-page: 168 year: 1996 end-page: 175 article-title: Clues to cognitive organization of reading and writing from developmental hyperlexia publication-title: Neuropsychology – volume: 30 start-page: 527 year: 1988 end-page: 535 article-title: Monozygotic twins concordant for autism and hyperlexia publication-title: Developmental Medicine and Child Neurology – volume: 28 start-page: 421 year: 1992 end-page: 429 article-title: Do early talkers become early readers? Linguistic precocity, preschool language, and emergent literacy publication-title: Developmental Psychology – volume: 18 start-page: 246 year: 1930 end-page: 265 article-title: Talented imbeciles publication-title: Psychology Clinics – volume: 7 start-page: 3 year: 196869 end-page: 7 article-title: Case histories in hyperlexia publication-title: Journal of School Psychology – start-page: 37 year: 1978 end-page: 59 – volume: 12 start-page: 233 year: 1988 end-page: 234 article-title: Familial pervasive development disorder, Tourette disorder, and hyperlexia publication-title: Neuroscience and Biobehavioral Reviews – volume: 22 start-page: 1105 year: 1972 end-page: 1111 article-title: Hyperlexia publication-title: Neurology – volume: 42 start-page: 392 year: 1986 end-page: 415 article-title: Comprehension in hyperlexic readers publication-title: Journal of Experimental Child Psychology – volume: 36 start-page: 226 year: 1986 end-page: 253 article-title: Hyperlexia and dyslexia: A family study publication-title: Annals of Dyslexia – volume: 23 start-page: 1107 year: 1973 end-page: 1116 article-title: A study of children with hyperlexia publication-title: Neurology – volume: 44 start-page: 652 year: 2002 end-page: 659 article-title: Fluoxetine response in children with autistic spectrum disorders: Correlation with familial major affective disorder and intellectual achievement publication-title: Developmental Medicine and Child Neurology – year: 2003 – volume: 32 start-page: 76 year: 1987 end-page: 96 article-title: Word recognition and comprehension skills in hyperlexic children publication-title: Brain and Language – volume: 13 start-page: 267 year: 1972 end-page: 278 article-title: A case study of an autistic savant: Mental function in the psychotic child markedly discrepant abilities publication-title: Journal of Child Psychology and Psychiatry – volume: 22 start-page: 577 year: 1984 end-page: 585 article-title: A longitudinal study of a hyperlexic child: Hyperlexia as a language disorder publication-title: Neuropsychologia – volume: 22 start-page: 441 year: 1983 end-page: 443 article-title: Variability in IQ scores and prognosis of children with hyperlexia publication-title: Journal of the American Academy of Child Psychiatry – volume: 4 start-page: 145 year: 1983 end-page: 149 article-title: Is hyperlexia a severe reading disorder or a symptom of psychiatric disturbance? Nosological considerations publication-title: Clinical Neuropsychology – volume: 17 start-page: 319 year: 1982 end-page: 338 article-title: The enigma of hyperlexia publication-title: Reading Research Quarterly – volume: 55 start-page: 247 year: 1982 end-page: 252 article-title: Hyperlexia: Precocious word recognition in developmentally delayed children publication-title: Perceptual and Motor Skills – volume: 9 start-page: 1 year: 1982 end-page: 23 article-title: A study of hyperlexia publication-title: Brain and Language – start-page: 157 year: 1996 end-page: 167 – volume: 32 start-page: 335 year: 1996 end-page: 345 article-title: Reading skills in children with Turner's syndrome: An analysis of hyperlexia publication-title: Cortex – year: 1984, June – start-page: 171 year: 1992 end-page: 203 – volume: 73 start-page: 89 year: 1999 end-page: 134 article-title: The kindergarten‐path effect: Studying on‐line sentence processing in young children publication-title: Cognition – volume: 11 start-page: 1 year: 1919 end-page: 7 article-title: Pseudo‐talent for words publication-title: Psychology Clinics – volume: 20 start-page: 569 year: 1982 end-page: 577 article-title: The performance of hyperlexic children on an ‘incomplete words’ task publication-title: Neuropsychology – start-page: 253 year: 1988 end-page: 264 – year: 1932 – volume: 3 start-page: 339 year: 1976 end-page: 349 article-title: The syndrome of hyperlexia publication-title: Brain and Language – year: 2002 – start-page: 518 year: 1984 end-page: 533 – volume: 1 start-page: 329 year: 1983 end-page: 342 article-title: Reading for meaning and reading for sound in autistic and dyslexia children publication-title: British Journal of Developmental Psychology – volume: 70 start-page: B1 year: 1999 end-page: 13 article-title: Developmental differences in sensitivity to semantic relations among good and poor comprehenders: Evidence from semantic priming publication-title: Cognition – volume: 9 start-page: 89 year: 1992 end-page: 122 article-title: Beginning reading without semantics: A cognitive study of hyperlexia publication-title: Cognitive Neuropsychology – volume: 12 start-page: 223 year: 1997 end-page: 229 article-title: Neuropsychological profiles of children diagnosed as specific language impaired with and without hyperlexia publication-title: Archives of Clinical Neuropsychology – volume: 5 start-page: 243 year: 1971 end-page: 246 article-title: Are hyperlexics dyslexic? publication-title: The Journal of Special Education – year: 1953 – volume: 23 start-page: 397 year: 1993 end-page: 405 article-title: Brief report: Implications of hyperlexia in an autistic savant publication-title: Journal of Autism and Developmental Disorders – volume: 12 start-page: 1 year: 2000 end-page: 47 article-title: Imaging cognition II: An empirical review of 275 PET and fMRI studies publication-title: Journal of Cognitive Neuroscience – volume: 296 start-page: 1476 year: 2002 end-page: 1479 article-title: Functional neuroanatomical differences between adults and school‐age children in the processing of single words publication-title: Science – volume: 2 start-page: 297 year: 1990 end-page: 306 article-title: Auditory and reading comprehension in hyperlexia: Semantic and syntactic skills publication-title: Reading and Writing: An Interdisciplinary Journal – volume: 21 start-page: 217 year: 1943 ident: e_1_2_18_46_1 article-title: Autistic disturbances of affective contact publication-title: Nervous Child – ident: e_1_2_18_76_1 doi: 10.1080/02643299208252054 – ident: e_1_2_18_15_1 doi: 10.1162/08989290051137585 – ident: e_1_2_18_48_1 doi: 10.1007/BF02211946 – ident: e_1_2_18_2_1 doi: 10.1007/978-94-009-1065-2 – ident: e_1_2_18_41_1 doi: 10.1037/0012-1649.35.2.590 – ident: e_1_2_18_74_1 doi: 10.1007/978-94-011-3732-4_8 – volume: 14 start-page: 238 year: 2001 ident: e_1_2_18_59_1 article-title: Exposing hidden deficits (Spearman Medal Lecture) publication-title: The Psychologist – ident: e_1_2_18_90_1 – volume-title: Another look at the British births cohort study: Another explanation? year: 2001 ident: e_1_2_18_95_1 – volume-title: Individual differences in children's reading disabilities: Sound and meaning in learning to read year: 2002 ident: e_1_2_18_85_1 – ident: e_1_2_18_28_1 doi: 10.1111/j.2044-835X.1983.tb00906.x – ident: e_1_2_18_82_1 doi: 10.1177/002246697100500304 – ident: e_1_2_18_73_1 doi: 10.1016/S0093-934X(02)00007-X – start-page: 70 volume-title: Neuropsychology of talent year: 1988 ident: e_1_2_18_83_1 – ident: e_1_2_18_34_1 doi: 10.1016/S0002-7138(09)61505-3 – ident: e_1_2_18_38_1 doi: 10.2307/747522 – volume: 98 start-page: 84 year: 1993 ident: e_1_2_18_93_1 article-title: Autism with hyperlexia: A distinct syndrome? publication-title: American Journal of Mental Retardation – ident: e_1_2_18_12_1 doi: 10.1097/00004583-198703000-00006 – ident: e_1_2_18_23_1 doi: 10.1177/002246697100500305 – ident: e_1_2_18_39_1 doi: 10.1007/BF02648032 – ident: e_1_2_18_81_1 doi: 10.1016/0022-4405(68)90110-6 – ident: e_1_2_18_35_1 doi: 10.1111/1469-7610.00704 – start-page: 171 volume-title: To be young and gifted year: 1992 ident: e_1_2_18_43_1 – volume: 18 start-page: 246 year: 1930 ident: e_1_2_18_71_1 article-title: Talented imbeciles publication-title: Psychology Clinics – volume: 32 start-page: 137 year: 1969 ident: e_1_2_18_16_1 article-title: Special ‘isolated’ abilities in severely psychotic young children publication-title: Psychiatry doi: 10.1080/00332747.1969.11023579 – volume: 35 start-page: 162 year: 1968 ident: e_1_2_18_65_1 article-title: Hyperlexia: An educational disease? publication-title: Exceptional Children doi: 10.1177/001440296803500210 – ident: e_1_2_18_84_1 doi: 10.1111/j.1469-8749.1988.tb04780.x – ident: e_1_2_18_86_1 doi: 10.1016/0022-0965(86)90033-0 – volume: 31 start-page: 1027 year: 1991 ident: e_1_2_18_10_1 article-title: A prospective study of the relationship between specific language impairment, phonological disorders and reading retardation publication-title: Journal of Child Psychology and Psychiatry doi: 10.1111/j.1469-7610.1990.tb00844.x – ident: e_1_2_18_68_1 doi: 10.1007/BF01046228 – volume: 11 start-page: 1 year: 1919 ident: e_1_2_18_67_1 article-title: Pseudo‐talent for words publication-title: Psychology Clinics – ident: e_1_2_18_11_1 doi: 10.1007/BF02172099 – volume: 80 start-page: 234 year: 1988 ident: e_1_2_18_45_1 article-title: The structure of precocious reading ability publication-title: Journal of Educational Psychology doi: 10.1037/0022-0663.80.2.234 – ident: e_1_2_18_92_1 doi: 10.1016/S0010-9452(96)80055-4 – volume-title: Emotional problems of early childhood year: 1955 ident: e_1_2_18_7_1 – ident: e_1_2_18_40_1 doi: 10.1016/0093-934X(82)90001-3 – start-page: 70 volume-title: Neuropsychology of talent year: 1988 ident: e_1_2_18_5_1 – ident: e_1_2_18_88_1 doi: 10.1023/A:1011131125517 – ident: e_1_2_18_87_1 doi: 10.1007/BF01027186 – volume: 27 start-page: 585 year: 1995 ident: e_1_2_18_98_1 article-title: Linking reading with meaning: A case study of a hyperlexic reader publication-title: Journal of Reading Behavior doi: 10.1080/10862969509547900 – ident: e_1_2_18_72_1 doi: 10.1016/0093-934X(81)90014-6 – ident: e_1_2_18_70_1 doi: 10.1016/0093-934X(87)90035-6 – ident: e_1_2_18_96_1 doi: 10.1016/0093-934X(87)90118-0 – ident: e_1_2_18_60_1 doi: 10.1111/j.1467-8624.1998.tb06157.x – ident: e_1_2_18_94_1 doi: 10.1016/S0010-0277(99)00032-3 – ident: e_1_2_18_75_1 doi: 10.1126/science.1069464 – ident: e_1_2_18_22_1 doi: 10.1037/0012-1649.28.3.421 – volume-title: Handbook of infant and toddler mental health assessment ident: e_1_2_18_49_1 – volume: 4 start-page: 145 year: 1983 ident: e_1_2_18_56_1 article-title: Is hyperlexia a severe reading disorder or a symptom of psychiatric disturbance? Nosological considerations publication-title: Clinical Neuropsychology – ident: e_1_2_18_37_1 doi: 10.1023/A:1017995805511 – volume-title: Children who cannot read year: 1932 ident: e_1_2_18_55_1 – ident: e_1_2_18_24_1 doi: 10.1111/j.1469-8749.2002.tb00266.x – ident: e_1_2_18_13_1 doi: 10.2466/pr0.1985.57.1.236 – volume: 3 start-page: 333 year: 1948 ident: e_1_2_18_9_1 article-title: Usual sensitivities in very young children publication-title: Psychoanalytic Study of the Child doi: 10.1080/00797308.1947.11823091 – start-page: 37 volume-title: Dyslexia: An appraisal of current knowledge year: 1978 ident: e_1_2_18_8_1 – ident: e_1_2_18_78_1 doi: 10.1016/0028-3932(84)90022-8 – start-page: 157 volume-title: Developmental neuroimaging: Mapping the development of brain and behavior year: 1996 ident: e_1_2_18_77_1 – ident: e_1_2_18_32_1 doi: 10.1093/brain/107.3.759 – ident: e_1_2_18_89_1 doi: 10.1007/s11881-000-0022-6 – volume-title: Types of reading difficulties in Russian year: 2003 ident: e_1_2_18_36_1 – ident: e_1_2_18_17_1 doi: 10.1007/BF02105368 – volume: 13 start-page: 2 year: 1997 ident: e_1_2_18_50_1 article-title: Precocious reading skills may signal hyperlexia publication-title: The Brown University Child and Adolescent Behavior Letter – start-page: 473 volume-title: Proceedings of the Second International Congress for the Study of Child Language year: 1982 ident: e_1_2_18_64_1 – volume: 34 start-page: 41 year: 1967 ident: e_1_2_18_80_1 article-title: Hyperlexia: Specific word recognition skills in young children publication-title: Exceptional Child doi: 10.1177/001440296703400106 – ident: e_1_2_18_19_1 doi: 10.1016/0887-8994(87)90049-X – ident: e_1_2_18_18_1 doi: 10.1016/0028-3932(82)90030-6 – ident: e_1_2_18_31_1 doi: 10.1007/BF01487258 – ident: e_1_2_18_20_1 doi: 10.1093/arclin/12.3.223 – ident: e_1_2_18_27_1 doi: 10.2466/pms.1982.55.1.247 – ident: e_1_2_18_44_1 doi: 10.2307/1130185 – ident: e_1_2_18_66_1 doi: 10.1007/BF02172131 – ident: e_1_2_18_33_1 doi: 10.1111/j.1469-7610.1972.tb01153.x – ident: e_1_2_18_69_1 doi: 10.1177/002221949202500904 – ident: e_1_2_18_91_1 doi: 10.1007/BF00419385 – ident: e_1_2_18_30_1 doi: 10.1006/brln.1997.1801 – volume: 2 start-page: 217 year: 1943 ident: e_1_2_18_54_1 article-title: Autistic disturbances of affective contact publication-title: Nervous Child – ident: e_1_2_18_25_1 doi: 10.1111/j.1939-0025.1956.tb06202.x – volume-title: Psychoanalytic study of the child: Vol. 8 year: 1953 ident: e_1_2_18_53_1 – ident: e_1_2_18_63_1 doi: 10.1017/S0142716400002046 – ident: e_1_2_18_21_1 doi: 10.1016/S0010-9452(86)80017-X – ident: e_1_2_18_97_1 doi: 10.1007/BF02409579 – ident: e_1_2_18_57_1 doi: 10.1212/WNL.22.11.1105 – ident: e_1_2_18_3_1 doi: 10.1097/00011363-199705000-00003 – volume-title: Reading profiles of hyperlexic children year: 1984 ident: e_1_2_18_4_1 – ident: e_1_2_18_62_1 doi: 10.1016/S0010-0277(99)00004-9 – ident: e_1_2_18_26_1 doi: 10.1016/0093-934X(76)90030-4 – ident: e_1_2_18_29_1 doi: 10.1037/0894-4105.10.2.168 – start-page: 253 volume-title: The exceptional brain year: 1988 ident: e_1_2_18_52_1 – ident: e_1_2_18_61_1 doi: 10.1006/jmla.1998.2564 – ident: e_1_2_18_51_1 article-title: Late‐emerging reading disabilities publication-title: Journal of Educational Psychology – ident: e_1_2_18_14_1 doi: 10.1016/S0149-7634(88)80049-6 – ident: e_1_2_18_42_1 doi: 10.1212/WNL.23.10.1107 – start-page: 518 volume-title: Dyslexia: A global issue year: 1984 ident: e_1_2_18_6_1 – ident: e_1_2_18_47_1 doi: 10.1016/S0093-934X(02)00512-6 – ident: e_1_2_18_58_1 doi: 10.1037/0033-2909.125.3.338 – volume-title: Handbook of spelling: Theory, process, and intervention year: 1994 ident: e_1_2_18_79_1 |
| SSID | ssj0006358 |
| Score | 2.0847628 |
| SecondaryResourceType | review_article |
| Snippet | Background: Hyperlexia is the phenomenon of spontaneous and precocious mastery of single‐word reading that has been of interest to clinicians and researchers... Background: Hyperlexia is the phenomenon of spontaneous and precocious mastery of single‐word reading that has been of interest to clinicians and researchers... Hyperlexia is the phenomenon of spontaneous and precocious mastery of single-word reading that has been of interest to clinicians and researchers since the... Background: Hyperlexia is the phenomenon of spontaneous and precocious mastery of single-word reading that has been of interest to clinicians and researchers... Hyperlexia is the phenomenon of spontaneous & precocious mastery of single-word reading that has been of interest to clinicians & researchers since the... |
| SourceID | proquest pubmed crossref wiley istex |
| SourceType | Aggregation Database Index Database Enrichment Source Publisher |
| StartPage | 1079 |
| SubjectTerms | Adolescent Aptitude - physiology Autism Autistic disorder Autistic Disorder - psychology Child Child development Child Development Disorders, Pervasive - psychology Child psychology Children Cognition & reasoning Cognition - physiology Comorbidity comprehension Comprehension - physiology Developmental Delays Developmental Disabilities Developmental disorders Developmentally delayed children Diagnosis Disability dyslexia Dyslexia - classification Dyslexia - psychology Female Humans Hyperlexia Intellectual functioning Intelligence Learning disabilities Lexicon Male Pattern Recognition, Visual - physiology pervasive developmental disorder Reading Reading Comprehension Reading Processes Research Design Review articles Specific Language Impairment Vocabulary |
| Title | Annotation: Hyperlexia: disability or superability? |
| URI | https://api.istex.fr/ark:/67375/WNG-5T423PM0-7/fulltext.pdf https://onlinelibrary.wiley.com/doi/abs/10.1111%2F1469-7610.00193 https://www.ncbi.nlm.nih.gov/pubmed/14626452 https://www.proquest.com/docview/237010650 https://www.proquest.com/docview/57089713 https://www.proquest.com/docview/71396552 https://www.proquest.com/docview/85575797 |
| Volume | 44 |
| hasFullText | 1 |
| inHoldings | 1 |
| isFullTextHit | |
| isPrint | |
| link | http://utb.summon.serialssolutions.com/2.0.0/link/0/eLvHCXMwpV1LS8QwEB5EQbz4fqzPHkS8dKlN0ocXEVEXYWURRW8hSdOL0pV9gPrrnWna-sBFxEMpJZOSTDKT72smU4B9ZTLOIpX4EQ8yR1CSPMt8qxG8IiUSWtFB4e511LnjVw-ijiakszAuP0TzwY0so_TXZOBKDz8ZOZp46iMJp9AsRCHohSlii2DRzUcCKVxOnS-mQISIBVVyH4rl-Vb_y7o0Qyp--Ql0fsWw5SJ0sQC6br6LPXlsj0e6bd6-ZXb8V_8WYb6CqN6pm1NLMGWLZZjtVpvwyzDXOM3XFWCnRdF32_nHXgdJ7YAybKpjL6uS945evf7AG46xpHo-WYW7i_Pbs45f_YjBN5R-zWehNpnWguk455arUKUGr_TIGK5DmzBthApNjvQktnRyNUjVUcZVojltI3K2BtNFv7Ab4OUq44lGr2ZYju9WiBdyfHucWhMi2LctaNfDIE2VpZx-lvEka7ZCepGkF1nqpQWHTYVnl6BjsuhBOa6NnBo8UlxbLOT99aUUtwgte91Axi3YqgdeViY9lCGLiT-LoAV7TSnaIm2wqML2x0Mp4iBJkfVPlsDCNBIinCyRoA5FnGIb1t2M--gVR_LJqa5fzpvfuiuvzno9vG_-UX4L5lzEIn1n2obp0WBsdxB5jfRuaVzvgVce0w |
| linkProvider | Wiley-Blackwell |
| linkToHtml | http://utb.summon.serialssolutions.com/2.0.0/link/0/eLvHCXMwpV1LT9wwEB7xkIBLy7sLbckBVVyyCrGdx14QooUtsKtVtQhulu04F1C22ofU7a_vTJwND3WFEIcoijy24rHHns8efwY4VCbjLFKJH_EgcwAlybPMtxqdV4REQis6KNzpRu0bfnkn7p6chXH8EPWCG1lGOV6TgdOC9BMrRxtPfUThFJuFbsgiLNO93mSc3389UkjhhOpGYwpFiFhQ0ftQNM-LAp7NTMuk5D__czufe7HlNHT-EcysAi765L45Geum-fuC2_F9NVyHD5WX6p26brUBC7bYhJVOtQ-_CWv1uDndAnZaFAO3o9_y2ohrh0SyqVpeVvH3jqfeYOiNJphSfZ9sw835j_5Z26_uYvANMbD5LNQm01owHefcchWq1OCTHhvDdWgTpo1QockRocSWDq8GqTrOuEo0p51EznZgqRgU9hN4ucp4onFgMyzHshW6DDmWHqfWhOjv2wY0Z-0gTUVUTvdlPMgZYCG9SNKLLPXSgKM6w2_H0TFf9FvZsLWcGt5TaFss5G33Qoo-epe9TiDjBuzPWl5WVj2SIYsJQougAQd1Kpoj7bGowg4mIyniIEkR-M-XwMQ0EiKcL5GgDkWc4j_sui73WCuO-JNTXr_sOK9VV16e9Xr43nuj_AGstvuda3n9s3u1D2sugJGWnT7D0ng4sV_QERvrr6Wl_QNvJiLs |
| linkToPdf | http://utb.summon.serialssolutions.com/2.0.0/link/0/eLvHCXMwpV1LT9wwEB5RkBAX2tIHC6XkgFAvWYXYzoNLhYDtFtjVqgK1N8uvXKiyaB8S9Nd3Jk7CQ12hisMqWnlixWOP_X3x-AvAnjKWs0RlYcIj6wlKVlgbOo3gFSmR0IoOCg-GSf-Kn_0STTYhnYXx-hDtCzeKjGq-pgC_scWDIMcQz0Mk4ZSahSjkFazwJMqIf538uFeQwvXUT8aUiZCwqFb3oWSeJxU8WphWyMe3_0Kdj0FstQr1XoNunt8nn1x35zPdNX-eSDu-qIFvYL3GqMGRH1RvYcmVG7A6qHfhN2CtnTXv3gE7Ksux388_DPrIaicksakOA1ur987ugvEkmM6xpP7_9T1c9U4vj_th_SWG0JD-WshibazWgum04I6rWOUGf_mBMVzHLmPaCBWbAvlJ6ujoapSrA8tVpjntI3L2AZbLcek2ISiU5ZnGac2wAutWCBgKrD3NnYkR7bsOdJtukKaWKaevZfyWDV0hv0jyi6z80oEv7Q03XqFjsel-1a-tnZpcU2JbKuTP4TcpLhFbjgaRTDuw3XS8rGN6KmOWEoEWUQd221IMRtphUaUbz6dSpFGWI-1fbIGFeSJEvNgiQx-KNMdn-OhH3H2rOLJPTveG1bh5rrny7Hg0wuvWf9rvwuropCcvvg_Pt2HNZy_SO6dPsDybzN0OorCZ_lzF2V_zwCGk |
| openUrl | ctx_ver=Z39.88-2004&ctx_enc=info%3Aofi%2Fenc%3AUTF-8&rfr_id=info%3Asid%2Fsummon.serialssolutions.com&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=article&rft.atitle=Annotation%3A+Hyperlexia%3A+disability+or+superability%3F&rft.jtitle=Journal+of+child+psychology+and+psychiatry&rft.au=Grigorenko%2C+Elena+L.&rft.au=Klin%2C+Ami&rft.au=Volkmar%2C+Fred&rft.date=2003-11-01&rft.pub=Blackwell+Publishing&rft.issn=0021-9630&rft.eissn=1469-7610&rft.volume=44&rft.issue=8&rft.spage=1079&rft.epage=1091&rft_id=info:doi/10.1111%2F1469-7610.00193&rft.externalDBID=10.1111%252F1469-7610.00193&rft.externalDocID=JCPP193 |
| thumbnail_l | http://covers-cdn.summon.serialssolutions.com/index.aspx?isbn=/lc.gif&issn=0021-9630&client=summon |
| thumbnail_m | http://covers-cdn.summon.serialssolutions.com/index.aspx?isbn=/mc.gif&issn=0021-9630&client=summon |
| thumbnail_s | http://covers-cdn.summon.serialssolutions.com/index.aspx?isbn=/sc.gif&issn=0021-9630&client=summon |