Orthographic and Phonological Pathways in Hyperlexic Readers With Autism Spectrum Disorders

Abstract

Children with Autism Spectrum Disorders (ASD) often present poor text comprehension relative to their ability to read individual words. Some of them have been considered hyperlexic because of their oustanding word-reading abilities. Although it has been suggested that these children access word reading in an atypical way, there is conflicting evidence on their use of phonological and orthograhic pathways. Fourteen adolescents with ASD with word reading to text comprehension discrepancy and 12 typically developing children, all matched on word reading and chronological age, were administered different lexical and sublexical tasks exploring semantic, orthographic, and phonological word representations and processes. No differences were found on any of the tasks between the children with ASD and the typically developing group. The children with ASD were further subdivided into two groups matched on word reading, one with outstanding word reading rela0tive to verbal IQ and another with word reading consistent with verbal IQ. The first group outperformed the second on tasks involving lexical orthographic and phonological representation. However, they were no different on sub-lexical phonological processing, on rapid naming or working, and short-term memory tasks.