Early Word Reading of Preschoolers with ASD, Both With and Without Hyperlexia, Compared to Typically Developing Preschoolers.

Macdonald et al. (2021) compared early reading skills in preschoolers with ASD. Some kids had hyperlexia, some did not. They also tested typically developing peers. The team looked at word reading, letter naming, phonological awareness, letter-sound links, and language level.

Kids with ASD plus hyperlexia could read words and name letters better than both other groups. Yet they fell behind on phonological awareness, knowing letter sounds, and overall language. Preschoolers with ASD but no hyperlexia scored lowest on every skill.

Plant et al. (2007) first showed that older ASD hyperlexic readers decode well but understand little. Dianne’s team now proves this gap starts before kindergarten. Fleury et al. (2018) tracked school-aged ASD students for thirty months and found comprehension stays behind even when growth rate looks normal. The preschool data explain why: weak phonology and language begin early. Eussen et al. (2016) saw that ASD preschoolers learn letters at the same pace as peers but stay behind on print concepts. Dianne adds that hyperlexic children skip ahead in word reading while still missing those same building blocks.

Do not wait for phonological awareness to emerge before you teach word reading to a hyperlexic preschooler. They can already read, so use their strength as a teaching route. Pair written words with pictures, objects, or actions to build meaning. At the same time, run short, playful games that tie sounds to letters and words. For ASD children without hyperlexia, start sound-letter work early and keep language goals in every lesson. Tailor groups by reading profile, not just ASD label.