Objective: Controversy has existed for decades as to the parameters of Hyperlexia – a rare ability to perform fluent oral reading disproportionately better than intellect (Cohen, Campbell, & Gerlardo, 1986), while markedly better than comprehension. Proposed definitions have been restricted to predefined subgroups, while other criteria has been so broad (i.e., a difference of only two grade levels) as to render the construct meaningless. Meanwhile, a direct lexical route from orthography to phonology, independent of semantic mediation, has received strong empirical support (Castle et al., 2010). Method: Neuropsychological case study of a 13-year old, non-autistic, 7th grade female with dysmorphic facial characteristics. She showed an early love for the alphabet, as well as a well-documented language-based learning disability. Results: Wechsler Intelligence Scale for Children – Fourth Edition (WISC-IV) indices were scattered (SS =...

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