Beginning reading without semantics: a cognitive study of hyperlexia

Philip H. K. Seymour · Henryka M. Evans

37 citations0/0 files storedCognitive Neuropsychology

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Reading and Literacy Development Language Development and Disorders Neurobiology of Language and Bilingualism

Abstract

Literacy development in MP, a hyperlexic boy, was followed over his first three school years in a longitudinal case study. The other members of his class, who received the same programme of instruction, provided a reference group. Despite impaired language production and comprehension, MP developed an effective orthographic system, indexed by normal reactiontime patterns and success in reading (and spelling) words and nonwords. Semantic processing of single lexical items also appeared efficient. The results are taken to imply the “developmental modularity” of the orthographic and (propositional) semantic system.

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References

1986Decoding, Reading, and Reading Disability 1989A distributed, developmental model of word recognition and naming.1985Reading Research Advances in Theory and Practice 2017Beneath the Surface of Developmental Dyslexia 1991Phonological skills and learning to read 2010Test for Reception of Grammar 1989IQ Is Irrelevant to the Definition of Learning Disabilities 1987Surface dyslexia. Neuropsychological and cognitive studies of phonological reading

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2002Successful treatment of sublexical reading deficits in a child with dyslexia of the mixed type 2002Treatment of lexical processing in mixed dyslexia: A case study 2006Developmental and Acquired Dyslexias

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