ERIC Number: ED421840
Record Type: Non-Journal
Publication Date: 1998
Reference Count: N/A
Kupperman, Phyllis; Bligh, Sally; Barouski, Kathy
This paper provides an overview of hyperlexia, a condition found in children who have precocious reading skills accompanied by significant problems in language, learning, and social skills. These children are described as having superior auditory and visual memory but seem to have better memory for isolated words than words recalled in context. These children are also described as having non-compliant behaviors, ritualistic behaviors, difficulty with transitions, tantrum behaviors, anxiety, and difficulty in socializing with peers. Diagnostic evaluation for children with hyperlexia is addressed with sample questions for identifying the disability. Components of optimal classrooms for children with hyperlexia include: (1) small classes; (2) a strong language development module; (3) a structured but not rigid class routine; (4) a variety of available behavioral interventions; (5) visual and manipulative aids; (6) opportunities for social interaction with peer groups; and (7) supportive services and support of teacher-aides. The benefits and disadvantages of different types of classroom placements for children with hyperlexia in preschool, kindergarten, and primary grades are reviewed. The paper closes with case examples of nine children with hyperlexia. (CR)
Descriptors: Behavior Problems, Case Studies, Classroom Techniques, Clinical Diagnosis, Disability Identification, Elementary Secondary Education, Emotional Problems, Etiology, Inclusive Schools, Language Impairments, Learning Disabilities, Peer Relationship, Reading Ability, Special Programs, Student Placement, Symptoms (Individual Disorders)
Center for Speech and Language Disorders, 479 Spring Rd., Elmhurst, IL 60126; telephone: 630-630-8551.
Publication Type: Guides - Non-Classroom
Education Level: N/A
Authoring Institution: Center for Speech and Language Disorders, Elmhurst, IL.