Hyperlexia

They indicated that children with hyperlexia have a significantly higher word-decoding ability than their reading comprehension levels.

[3] First named and scientifically described in 1967, it can be viewed as a superability in which word recognition ability goes far above expected levels of skill.

Often, the child has a large vocabulary and can identify many objects and pictures, but cannot put their language skills to good use.

[5] Specifically: A different paper by Rebecca Williamson Brown, OD proposes only two types of hyperlexia.

The authors of the study suggest that the two-routes model for reading Chinese characters may be in effect for hyperlexics.

Lee Sunghee and Hwang Mina, the authors of the Korean study, also found that hyperlexics have fewer errors in non-word reading than non-hyperlexics.

They suggest that this may be because of an imbalance in the phonological, orthographical, and semantic understandings of the subjects' native language and writing system, in this case, Hangul.

This combination of the parts of linguistics is known as connectionism, in which non-words are distinguished from words by differences in interaction between phonology, orthography, and semantics.

Literacy education in South Korea involves teaching students entire words, rather than starting with the relationship between phonemes and letters in Hangul, despite evidence that letter name knowledge is useful for learning to read words that have not been taught.

The results suggest that hyperlexics are able to obtain the relations between letters (or the smallest unit of the writing system) and their phonemes without knowing the names.