Running head: WORD RECOGNITION IN AN AUTISTIC CHILD. Hyperlexia: Word Recognition in an Autistic Child. Observation Reflection. Frederick Herrmann

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1 Word Recognition in a Autistic Child 1 Running head: WORD RECOGNITION IN AN AUTISTIC CHILD Hyperlexia: Word Recognition in an Autistic Child Observation Reflection Frederick Herrmann McKendree University April 2008

2 Word Recognition in a Autistic Child 2 Word Recognition in an Autistic Child EDU 530 Observation Reflection #2 Laverna Evans School O Fallon, IL Margaret Keller, Special Education Teacher Jill Miller, Aide Cross-Categorical Special Education Kindergarten 9 students (1 attends mornings only) Ages 5-6 This paper describes the word recognition of an autistic child observed in the cross-categorical special education kindergarten class at Laverna Evans School. The writer noted the child s precocious ability while practicing sight words with him with flash cards. However, the child had remained silent until earlier this school year. The child s fictitious name will be Oliver. Oliver Oliver is a very autistic child. His disorder presents itself in a variety of ways. (1) Oliver is often spaced-out. He does not communicate or socialize with the other students without prompting. Even during periods of activity, he keeps to himself. (2) Oliver has a great variety of sensory needs. He uses a sensory seat, pencil fidgets, and occasionally a body sock. (3) Oliver s language skills were delayed. Earlier this school year Oscar used a DynaVox, until he spontaneously initiated speech. (4) Oliver s reading and math abilities are exceptional for a child his age. He is the only child in the

3 Word Recognition in a Autistic Child 3 classroom who can blend to read. The aide, Miss Miller, believes that Oliver can read and perform math at a 3 rd or 4 th grade level. Her estimate seems high in my opinion, but nevertheless the point is made. Observations I noticed Oliver s precocious reading skills when I first practiced flash cards with him. These were easy sight words, though non-phonemic (one, two, orange, etc.). Oliver gave the correct responses so quickly that I had to struggle to keep up with him! As soon as he saw the next card, he read the word. Another day I was looking through some books, and I left one on a table. From behind me I heard the cute, high-pitched voice, The five senses. To my surprise, Oliver had just read the title of the book. Inquiry I discussed Oliver s precocious reading ability with Miss Miller. The seasoned special education aide made what to her was an off-handed comment. There s a name for that. I picked up these words and decided to investigate the question of whether or not autistic children had exceptional abilities in spelling and reading. We all know that children on the autistic spectrum are often exceptional in mathematics; but reading? I googled the search terms autism and spelling and quickly found a number of websites or blogs in which mothers were bragging about their autistic child s spelling abilities. Not only this, but many local news agencies are announcing the autistic child as

4 Word Recognition in a Autistic Child 4 the winner of their regional spelling bees. Clearly, many autistic children around the nation are excelling in spelling. Investigation Research undertaken by the National Institute of Child Health and Human Development (NICHD) has provided an answer to the question of autistic precocity in spelling. The study used a type of MRI brain scan to monitor brain activity of autistic and control groups during an activity using letters. The volunteers were given a string of letters to memorize, and then were given a letter and asked to name the preceding letter of the string. (More difficult tasks were sometimes used.) Autistic and typical individuals reacted very differently to this problem. Whereas typical individuals activated the front and left areas of their brains, which are responsible for linguistic and higher-level processes, the autistic individuals activated the right and posterior areas of their brains, which are responsible for shapes and visual-spatial information (NIH, 2004). This clearly indicates that autistic children interpret letters graphically, not linguistically. Although visual thinkers, autistic children can still link shapes to sounds in order to decode words. Nevertheless, their comprehension may be impaired. In autistic children, the precocious reading ability is referred to as hyperlexia. According to Eigsti (2001), Hyperlexia, or the ability to decode words on the phonological level without necessarily a comparable level of comprehension, is common in non-retarded individuals with autism (p.4).

5 Word Recognition in a Autistic Child 5 Hyperlexia is not autism, but is often comorbid with autism or other neurological disorders. According to Brown (2008*), children with hyperlexia exhibit superior visual memory. Thus, their reading comprehension may appear good because it has been masked by excellent memorization skills. Hyperlexic children may have difficulty with both expressive and receptive language. Oliver s language is impaired or delayed: Though he is the only child in the class who can blend to read, he cannot answer a simple question like, What s your favorite subject? It would be a mistake, however, to associate his delay with hyperlexia rather than autism. The etiology of such comorbid conditions may be complex. Conclusion Oliver is a very special child. He s fun to listen to and fun to watch. He naturally keeps to himself, but he s not anti-social. Oliver s sudden and dramatic abilities with the written and spoken word might reflect the condition of hyperlexia. Is hyperlexia a symptom of his autism or is it a comorbid condition? When considering disorders on the autistic spectrum, the use of strict categories can be messy. Let s hope the best for Oliver.

6 Word Recognition in a Autistic Child 6 Sources Brown, R.W. (2008*). Hyperlexia: Related to vision and language problems. Southern College of Optometry. No date: Retrieved April 3, 2008, from Eigsti, I-M. (2001). Word learning and memory functions in young children with autism. University of Rochester. Retrieved April 3, 2008, from National Institute of Health News. (2004, November 29). Brains of people with autism recall letters of the alphabet in brain areas dealing with shapes: Finding supports theory that autism results from failure of brain areas to work together. Retrieved April 3, 2008, from