{"id":2631,"date":"2013-02-05T18:26:36","date_gmt":"2013-02-05T18:26:36","guid":{"rendered":"http:\/\/www.speechbuddy.com\/blog\/?p=2631"},"modified":"2023-11-08T10:22:31","modified_gmt":"2023-11-08T18:22:31","slug":"help-for-hyperlexia-great-reading-tips-for-children-with-autism","status":"publish","type":"post","link":"https:\/\/www.speechbuddy.com\/blog\/speech-therapy-techniques\/help-for-hyperlexia-great-reading-tips-for-children-with-autism\/","title":{"rendered":"Help for Hyperlexia: Great Reading Tips for Children with Autism"},"content":{"rendered":"

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\"Education<\/a>

source: img.scoop.it<\/p><\/div>\n

As a speech and language pathologist, it might seem that speech therapy<\/a> is important for only spoken language (saying the words, making the sounds, putting words together) however, written language is an essential component of language development as well. I\u2019m often asked how children with Autism can read so well, but understand so poorly. Often, children with Autism exhibit reading skills called \u201cHyperlexia\u201d \u2013 fluent decoding and reading but trouble understanding what they\u2019ve just read. It’s not hard to see why this can create a host of challenges for successful participation in school-particularly language arts.<\/p>\n

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\u00a0Characteristics of Hyperlexia:\u00a0 <\/strong><\/p>\n

-It occurs in the developmentally disabled population<\/p>\n

-It is expressed before the age of 5 years<\/p>\n

-The individual typically teaches him\/herself to read<\/p>\n

-Reading is ritualistic and compulsive<\/p>\n

-The ability to read words surpasses intellectual expectations<\/p>\n

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Children with hyperlexia often focus on text at a young age, initially on letters and then whole words. They also have difficulties with conversational speech, exhibit echolalia, pronoun reversals, idiosyncratic use of words or phrases, and delays in using single words.\u00a0 What can make text particularly challenging for students with Autism is understanding the differences between facts, inferences and emotional states in the text. Knowing how the character feels and their motivation can be particularly <\/em>challenging for students on the Autism Spectrum – who traditionally benefit from specific social skills therapy. Further, these learners tend to focus more on details rather than the big picture of the story.<\/p>\n

\"Reading<\/a>

source: www.good.is<\/p><\/div>\n

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Help for Hyperlexia:<\/strong><\/p>\n

Teach sequencing and cause\/effect<\/em><\/p>\n

Learners must be able to reflect on the events in the story and what happened. Considering story-retell activities that help learners order the events (preferably using visuals) and describe the events one by one. Good leading questions are simple ‘WH-‘ questions: who? and who did what? Use temporal concepts such as first, next, then to guide the storytelling and help organize it in sequence.<\/p>\n

Picture Walk<\/em><\/p>\n

Before opening the book, preview the pictures, the title and the cover with the reader. Discuss what information this gives them already (Who will be in the story? Where are they? What will they do?) and offer predictions about the story.<\/p>\n

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Use Directed Reading-Thinking Activities (DRTA)<\/a><\/em><\/p>\n

This technique is a specific comprehension strategy for encouraging readers to ask questions, make predictions and evaluate their predictions throughout the story. Online resources include specific worksheets to help guide student’s thinking (see above).<\/p>\n

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