Variability in IQ Scores and Prognosis of Children with Hyperlexia

The interrelationships between early development, IQ scores and prognosis were studied in 18 boys and 3 girls with hyperlexia (unexpectedly high word recognition skills in association with impaired language comprehension). All children were examined during the preschool period and subsequently at least once during school age. During the preschool period all disclosed abnormally low language development and aberrant behavior; nonverbal abilities ranged from normal to severely retarded, and 6 were considered nontestable. The results of the preschool assessments did not necessarily predict IQ scores at school age. Persisting deficits in social and emotional maturity prevented most from entering a regular educational program at school age, regardless of IQ score. We conclude that hyperlexia is a nonspecific finding in some children with developmental or neurological disorders, and indicates neither a potential or normal academic performance nor a primary emotional disturbance. A long-term prognosis should not be attempted until school age in children with hyperlexia and then only when IQ scores and reading comprehension skills are noted to be stable.