Reading Impairments

Hyperlexia was initially identified by Silberberg and Silberberg (1967), who defined it as the
precocious ability to read words without prior training in learning to read typically before the age
of 5. They indicated that children with hyperlexia have a significantly higher word decoding
ability than their reading comprehension levels.
Hyperlexic children are characterized by having average or above average IQs and word-reading
ability well above what would be expected given their age. First named and scientifically
described in 1967, it can be viewed as a super ability in which word recognition ability goes far
above expected levels of skill.[4] Some hyperlexics, however, have trouble understanding
speech. Some experts believe that most or perhaps all children with hyperlexia lie on the autism
spectrum. However, one expert, Darold Treffert, proposes that hyperlexia has subtypes, only
some of which overlap with autism. Between 5 and 10 percent of children with autism have been
estimated to be hyperlexic.
Hyperlexic children are often fascinated by letters or numbers. They are extremely good at
decoding language and thus often become very early readers. Some hyperlexic children learn to
spell long words (such as elephant) before they are two years old and learn to read whole
sentences before they turn three. An fMRI study of a single child showed that hyperlexia may be
the neurological opposite of dyslexia.

Dyslexia, also known as alexia or developmental reading disorder, is characterized by

difficulty with learning to read and with differing comprehension of language despite normal or
above-average intelligence. This includes difficulty with phonological, phonological decoding,
processing speed, orthographic coding, auditory short-term memory, language skills and verbal
comprehension, or rapid naming.
Dyslexia is the most common learning difficulty. Some see dyslexia as distinct from reading
difficulties resulting from other causes, such as a non-neurological deficiency with hearing or
vision, or poor reading instruction. There are three proposed cognitive subtypes of dyslexia
(auditory, visual and attentional), although individual cases of dyslexia are better explained by
specific underlying neuropsychological deficits (e.g., attention deficit hyperactivity disorder, a
visual processing disorder) and co-occurring learning difficulties
(e.g., dyscalculia and dysgraphia). Although it is considered to be a receptive (afferent)

language-based learning disability, dyslexia also affects one's expressive (efferent) language
skills.

There are two kinds of dyslexia:

a) Developmental phonological dyslexia- where one has a problem with nonword reading.
(Nonword reading is changing the initial and middle letters of a word. Examples are mana
(mama) and aufo (auto)).

b) Developmental surface dyslexia where one has difficulty in reading irregular words. (1)
(25% English words are irregular, which means that they violate English spelling-to-sound word
rule. Examples: pretty, bowl, and sew.)

Specific Reading Comprehension Deficits or S-RCD, in which a child reads successfully but
does not sufficiently comprehend the meaning of the words, according to lead investigator Laurie
Cutting, Patricia and Rodes Hart Chair at Peabody.
S-RCD is like this: I can read Spanish, because I know what sounds the letters make and how
the words are pronounced, but I couldnt tell you what the words actually mean, Cutting said.
When a child is a good reader, its assumed their comprehension is on track. But 3 to 10 percent
of those children dont understand most of what theyre reading. By the time the problem is
recognized, often closer to third or fourth grade, the disorder is disrupting their learning
process.

Dyspraxia is a motor learning difficulty that can affect planning of movements and coordination as a result of brain messages not being accurately transmitted to the body (NHS
Direct, 2008). People with dyspraxia may also have problems with language and spatial and time
perception.

Attention Deficit (Hyperactivity) Disorder is a neurological condition which particularly

affects the ability to concentrate for extended periods of time. It has been estimated that 1% of
children in the UK have symptoms of AD(H)D. At present there are no figures for adults but the
number of students with the condition is increasing. Adults with AD(H)D often have poor
concentration and are easily distracted. They may also have difficulties with time management
and organization and may be restless.
Having AD(H)D is not related to your intelligence. People with AD(H)D can have great
strengths which are valued at university including: being creative and inventive, having high
levels of energy, being able to see the "big picture" and being prepared to take risks. However,
there is also a risk that poor focus when studying can lead to less good performance and result in
students underachieving.

Visual Perceptual/Visual Motor Deficit. A disorder that affects the understanding of

information that a person sees, or the ability to draw or copy. A characteristic seen in people with
learning disabilities such as Dysgraphia or Non-verbal LD, it can result in missing subtle
differences in shapes or printed letters, losing place frequently, struggles with cutting, holding
pencil too tightly, or poor eye/hand coordination.

References:
http://en.wikipedia.org/wiki/Reading_disability
http://ldaamerica.org/types-of-learning-disabilities/
http://news.vanderbilt.edu/2013/06/reading-disabilities-not-dyslexia/
http://www.reading.ac.uk/disability/DisabilitySupport/DyslexiaSLDs/do-adhd.aspx
http://www.reading.ac.uk/disability/DisabilitySupport/DyslexiaSLDs/do-dyslexiaandslds.aspx