Savant or Splinter Skill

So What is Hyperlexia?

There are some children who can read or decode words far beyond their understanding. In fact, at first glance, some of these children might be considered savants when what you generally have is a splinter skill called hyperlexia. It is often associated with ASD (autism spectrum disorder) and the skill does tend to draw attention and a misperception of a high IQ when these same children may have trouble understanding speech.

Hyperlexia is characterized by advanced word recognition and the ability to read words without prior instruction. Just because a child can decode on a level higher than their grade does not mean that their reading level is that high. Comprehension is the ability to understand what you are reading, so it is their level of comprehension that is their true reading level. No averaging allowed. (There have been IEP teams that average the decoding score + the comprehension score. Sorry, no valid reading level there.)

Frequently you will find intense fascination with letters or numbers coupled with comprehension, language, and social deficits. These children are often very concrete and literal. About 5-10% of children with ASD also have hyperlexia. All of this means that there needs to be a lot of emphasis on teaching comprehension skills and social competence.

Types of Hyperlexia

Hyperlexia I

• Neurotypical and early readers
• Classmates eventually catch up in reading skills

Hyperlexia Type 2 – ASD

• Splinter skill
• Preoccupations
• Includes poor comprehension, language, and social difficulties

Hyperlexia Type 3 – ASD type behaviors that they grow out of therefore can be very difficult to diagnose.

• Intense preoccupation with letters or numbers
• High ability with words
• Significant problems understanding verbal language
• Poor comprehension
• Concrete and literal thinking
• Lack of abstract thinking
• Possible echolalia
• Pronoun reversals

• Intense resistance to change
• Phobias and fears
• Lining/stacking behaviors

• Auditory or other sensory hypersensitivities
• Strong auditory & visual memory

o Selective listening

Supports for the Child with  Hyperlexia

Children with Hyperlexia I require no treatment.

Those with Hyperlexia II and Hyperlexia III can benefit from several types of support. The child with Type II will usually benefit from a learning environment with minimal stimulation or distraction. The 1-1 learning may be the most effective and efficient for them.

The child with Type III will generally do better in a general education setting where they can have opportunities for more frequent suitable social interaction with peers.

Speech and LanguageTherapy.

• Social skills
• Higher-level language skills
• Understanding spoken language
• Writing and speaking

Visual Methods to Support Understanding

• Visual schedules and timelines
• Association games to teach word relations
• Social stories
• Cause and effect predictions
• Strategies for parents and teachers

Occupational Therapy

• Sleeping

• Feeding
• Practicing self-care
• Participating in school activities
• Participating in social activities
• Writing
• Responding to sensory stimulation appropriately

Educational placement is the main difference between the strategy for children with type II and those with type III. Children with hyperlexia II will benefit from being a part of special education classrooms. Regular classrooms may be too stimulating for them, and they may learn better in a one-on-one situation.

Children with hyperlexia III will benefit from being in a typical classroom setting. They will have more chances for suitable social interaction with their same-age classmates.

All children with hyperlexia will benefit from learning the skills they need through the written language. This uses their strengths, builds their confidence, and eases stress while they learn.

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 AUTHORS

Marie Lewis is an author, consultant, and national speaker on best practices in education advocacy. She is a parent of 3 children and a Disability Case Manager, Board Certified Education Advocate, and Behavior Specialist Consultant. She has assisted in the development of thousands of IEPs nationally and consults on developing appropriately individualized IEPs that are outcome based vs just legally sufficient. She brings a great depth of expertise, practical experience, and compassion to her work as well as expert insight, vision, and systemic thinking. She is passionate and funny and she always inspires and informs.

MJ Gore has an MEd in counseling and a degree in elementary education and natural sciences. She worked as a life-skills and learning support teacher She has been honored with the receipt of the Presidential Volunteer Service Award. She is the Director and on the faculty at the National Special Education Advocacy Institute. Her passion is social justice, especially in the area of education. She is a Board Certified Education Advocate who teaches professional advocates, educators, and clinicians the best practices in education advocacy.