HYPERLEXIA AND DYSLEXIA IN AUTISM: HITTING A MOVING TARGET
Journal Title: Journal of Special Education and Rehabilitation - Year 2012, Vol 13, Issue 3
Abstract
The diagnostic histories of autism, dyslexia, and hyperlexia are complex. Because these conditions share both convergent and divergent properties, it is important to understand these relationships, especially in the case of research and how we interpret bodies of work which span decades of fluctuating criteria. It is also important to synthesize what we already know about the morphology of these conditions and pinpoint what we still don’t. Autism and dyslexia, for instance, share antipodal cerebral morphologies, such as minicolumnar density, neuropil width, cell size, corpus callosal volume, gyral complexity, gyral window size, and cerebral volume, while hyperlexia has not been studied in this fashion, although it shares much in common with autism. Meanwhile, the fluctuation in criteria of dyslexia over the years, means that older studies, such as some of the most highly cited in postmortem research, have potentially used more heterogeneous groups of subjects than dyslexia research typically uses today. Considerably, these older studies are often the basis of current animal model and genetics research. In conclusion, in consideration of the continued flux in criteria, particularly the proposed change from “Reading Disorder” to the broader “Specific Learning Disorder” within the DSM-5, we strongly recommend a separation of the various reading disorders under their own headings to promote specificity of diagnosis and treatment, and to support better research.
Authors and Affiliations
Emily L. WILLIAMS| Department of Anatomical Sciences and Neurobiology, University of Louisville School of Medicine, Louisville, Kentucky, USA , Manuel F. CASANOVA| Department of Psychiatry and Behavioral Sciences, University of Louisville School of Medicine, Louisville, Kentucky, USA
Keywords
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