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VOL. 2, ISSUE 1 (2026)
Hyperlexia and specific reading comprehension disorder: Distinct developmental profiles of decoding-comprehension dissociation
Authors
Harjit Singh, Heng, Mui Ling, Kok Hwee Chia
Abstract
Hyperlexia is a distinctive developmental reading profile characterized
by an exceptional and often precocious ability to decode written words that far
exceeds both age expectations and the individual’s level of language
comprehension. The defining feature of hyperlexia is a pronounced dissociation
between advanced word recognition and phonological decoding skills and
comparatively weak reading comprehension and broader language abilities.
Children with hyperlexia frequently begin reading spontaneously at a very early
age, demonstrate intense interest in written material, and can accurately read
unfamiliar words without formal instruction, yet struggle to extract meaning
from text. This imbalance differentiates hyperlexia from typical reading
development and from gifted reading, where decoding and comprehension generally
develop in tandem. Hyperlexia is commonly observed in association with
neurodevelopmental conditions, particularly autism spectrum disorder, though it
can also occur independently. In contrast, specific reading comprehension
disorder (S-RCD) involves persistent difficulties in understanding text despite
age-appropriate decoding skills, without the hallmark early or exceptional
decoding seen in hyperlexia. While both profiles involve impaired comprehension
relative to decoding, they differ fundamentally in developmental trajectory,
degree of decoding strength, and associated language features. Understanding
these distinctions is essential for accurate identification and for designing
interventions that address the unique patterns of strengths and weaknesses in
each condition.
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Pages:14-18
How to cite this article:
Harjit Singh, Heng, Mui Ling, Kok Hwee Chia "Hyperlexia and specific reading comprehension disorder: Distinct developmental profiles of decoding-comprehension dissociation". World Journal of Academic Research
, Vol 2, Issue 1, 2026, Pages 14-18
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