Goldberg T E, Rothermel R D
Brain. 1984 Sep;107 ( Pt 3):759-85. doi: 10.1093/brain/107.3.759.
Eight hyperlexic children participated in the study. All had language delays, displayed difficulties in integrated behaviour and interpersonal relationships, and learned to read with little or no formal instruction (usually before the age of 5 years). Tests assessing cognitive and academic functioning were administered. In general, nonverbal skills were stronger than verbal skills. Reading ability was in the grade 4 to grade 6 range as based upon Peabody Individual Achievement Test (PIAT) Reading Recognition scores. A wide variety of tests assessing phonological and lexical reading routes, as well as metalinguistic processing, were also administered. It appeared that the hyperlexic children were able to reach the lexicon via both the visualorthographic and phonological pathways. Error analysis indicated the former was preferred. Hyperlexic children had an organized, though limited, lexicon. Imagery had a significant effect on their reading. Further, they were able to comprehend single words and sentences, but not paragraphs. As only 3 of the 8 children seemed to have metalinguistic awareness, it becomes problematic whether the 'cognitive unconscious' is necessary for reading. Also, while the hyperlexic children might have acute visual registration mechanisms for written language, they have abstracted grapheme-phoneme transformation rules as indicated by their ability to read pseudowords.
八名患有超常阅读症的儿童参与了这项研究。他们都存在语言发育迟缓的问题，在综合行为和人际关系方面表现出困难，并且在很少或没有接受正规指导的情况下学会了阅读（通常在5岁之前）。研究人员进行了评估认知和学业功能的测试。总体而言，他们的非语言技能强于语言技能。根据皮博迪个人成就测验（PIAT）的阅读识别分数，他们的阅读能力在四年级到六年级之间。研究人员还进行了各种评估语音和词汇阅读路径以及元语言加工的测试。结果显示，患有超常阅读症的儿童能够通过视觉正字法和语音途径获取词汇。错误分析表明他们更倾向于前者。患有超常阅读症的儿童拥有一个虽有限但有条理的词汇表。意象对他们的阅读有显著影响。此外，他们能够理解单个单词和句子，但无法理解段落。由于8名儿童中只有3名似乎具备元语言意识，“认知无意识”对于阅读是否必要就成了一个问题。而且，虽然患有超常阅读症的儿童可能对书面语言有敏锐的视觉识别机制，但他们能够阅读假词，这表明他们已经抽象出了字形-音素转换规则。
