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Cognitive and language correlates of hyperlexia: evidence from children with autism spectrum disorders

Cardoso-Martins, Cláudia ; da Silva, Juliane Ribeiro

Reading & writing, 2010-02, Vol.23 (2), p.129-145 [Periódico revisado por pares]

Dordrecht: Springer Netherlands

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Título:
Cognitive and language correlates of hyperlexia: evidence from children with autism spectrum disorders
Autor: Cardoso-Martins, Cláudia ; da Silva, Juliane Ribeiro
Assuntos: Autism ; Brazil ; Brazilian Portuguese ; Children with disabilities ; Cognitive style ; Dyslexia ; Education ; Evaluation Methods ; Foreign Countries ; Language and Literature ; Language thought relationship ; Learning ; Linguistics ; Literacy ; Males ; Naming ; Neurology ; Nonsense words ; Nonverbal Ability ; Phonetics ; Phonological Awareness ; Phonology ; Portuguese ; Preschool Children ; Psycholinguistics ; Reading ; Reading Ability ; Reading Comprehension ; Reading Skills ; Social Sciences ; Task Analysis ; Word Recognition
É parte de: Reading & writing, 2010-02, Vol.23 (2), p.129-145
Notas: ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
content type line 23
Descrição: Two studies were conducted to investigate the correlates of hyperlexia in Brazilian Portuguese-speaking children with the diagnosis of autism spectrum disorder (ASD). Study 1 involved 3 groups of school age children individually matched for word reading ability: 6 ASD hyperlexic children, 6 ASD non-hyperlexic children, and 6 typically developing children. Study 2 involved 2 ASD preschool hyperlexic boys, and a group of 21 typical children of similar word reading ability. In both studies, participants were administered several reading measures as well as measures of cognitive and linguistic abilities that have been associated with variations in typical and dyslexic reading, namely, vocabulary, phonological processes, and rapid naming. Results suggest that ASD hyperlexic reading differs from both typical and ASD non-hyperlexic reading. In particular, they suggest that hyperlexics learn to compute letter-sound relations implicitly, on the basis of statistical learning. Although the hyperlexic children could read nonwords as well as the typical and the ASD non-hyperlexic children, they performed significantly worse than these groups of children on a letter-sound knowledge task. They also performed relatively poorly on a phonological awareness task. It is suggested that hyperlexics’ indifference to language as a meaningful, communicative device may be the key to their exceptionally good and precocious development of word reading ability.
Editor: Dordrecht: Springer Netherlands
Idioma: Inglês

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Cognitive and language correlates of hyperlexia: evidence from children with autism spectrum disorders

Cardoso-Martins, Cláudia ; da Silva, Juliane Ribeiro

Dordrecht: Springer Netherlands

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