Phonemic awareness and reading skill in hyperlexic children: A longitudinal study

Phonemic awareness and reading skill in hyperlexic children: A longitudinal study Children with hyperlexia who learn to readspontaneously before the age of five are impaired inreading and listening comprehension but have wordrecognition skills well above their measured cognitiveand linguistic abilities. In a previous study, theauthor administered a battery of cognitive, academicachievement, and phonemic awareness tests to threechildren classified as hyperlexic. The findingsshowed that the levels of phonemic awareness of thesechildren were low and not commensurate with their wordreading skill. In the present study, the authorreevaluated the three children approximately 7–8 yearslater with the same battery of cognitive, academicachievement, and phonemic awareness tests as well asseveral additional measures of phonemic awareness. The results showed that all three childrens' levels ofphonemic awareness were still low and not commensuratewith their word reading skill. Other findings showedthat two of the children, both of whom had remained inspecial education classes since the previous study,continued to be voracious readers. The other child,who had always been in regular education classes, hadnot read very much for several years. Findings alsoshowed that the word recognition skills of two of thechildren, including the child who had always attendedregular education, had decreased by one to twostandard deviations. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Reading and Writing Springer Journals

Phonemic awareness and reading skill in hyperlexic children: A longitudinal study

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Publisher
Kluwer Academic Publishers
Copyright
Copyright © 2001 by Kluwer Academic Publishers
Subject
Linguistics; Language and Literature; Psycholinguistics; Education, general; Neurology; Literacy
ISSN
0922-4777
eISSN
1573-0905
D.O.I.
10.1023/A:1011131125517
Publisher site
See Article on Publisher Site

Abstract

Children with hyperlexia who learn to readspontaneously before the age of five are impaired inreading and listening comprehension but have wordrecognition skills well above their measured cognitiveand linguistic abilities. In a previous study, theauthor administered a battery of cognitive, academicachievement, and phonemic awareness tests to threechildren classified as hyperlexic. The findingsshowed that the levels of phonemic awareness of thesechildren were low and not commensurate with their wordreading skill. In the present study, the authorreevaluated the three children approximately 7–8 yearslater with the same battery of cognitive, academicachievement, and phonemic awareness tests as well asseveral additional measures of phonemic awareness. The results showed that all three childrens' levels ofphonemic awareness were still low and not commensuratewith their word reading skill. Other findings showedthat two of the children, both of whom had remained inspecial education classes since the previous study,continued to be voracious readers. The other child,who had always been in regular education classes, hadnot read very much for several years. Findings alsoshowed that the word recognition skills of two of thechildren, including the child who had always attendedregular education, had decreased by one to twostandard deviations.

Journal

Reading and WritingSpringer Journals

Published: Oct 3, 2004

References

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