AHA Logo FROM THE NEWSLETTER OF
AMERICAN HYPERLEXIA ASSOCIATION

THE VOICE OF EXPERIENCE
Reflections and advice from older hyperlexics

by Susan Martins Miller

Hyperlexia. Once five-syllable word ushers in a tidal wave of enlightenment: finally, a name, an explanation of the past, perhaps even direction for the future. But following the enlightenment comes the shadow: what will this child's future be? Does the Child have a reasonable hope for a mainstream independent adult life?

Many questions raised by parents of young hyperlexics cannot be answered. Although the term "hyperlexia" was coined nearly thirty years ago, most of the hands-on therapy with children diagnosed as hyperlexic has happened in the last ten years. Not enough of these children have reached high school or adulthood for therapists to draw a profile of a typical older hyperlexic. Much of the information about teenage adult hyperlexics comes from individuals who were not diagnosed as children, but who recognized the characteristics of the syndrome in themselves as adults. Most are still not definitely identified as having the syndrome of hyperlexia, although a few have been diagnosed as adults.

The American Hyperlexia Association asked individuals with hyperlexic tendencies ranging in age from 22 to 42 to reflect on their growing-up years, especially high school and college. The range of reports indicates a wide spectrum of achievement and adult living. Several of the individuals who responded to the questionnaire have completed or are pursuing graduate level education. Others, though, struggled to graduation from high school. Some have found fulfilling careers in a chosen field, while others have difficulty staying employed. One man recently diagnosed wrote, "I am 38 years old and I have not worked in many years and have been a chronic loner all my life."

Academic challenges

While some of the older hyperlexics fumbled through high school by procrastinating and avoiding academics a much as possible, other found effective strategies for functioning in a mainstream educational system: tape recording class sessions, taking notes on a laptop computer, using flash cars for memorizing information. Some took advantage of tutoring services or resource rooms offered by the school district or spent far more time in the library than the typical student.
Putting hyperlexic strengths to work are also effective. The strong memory associated with hyperlexia is a handy aid in learning factual information.

Vocabulary strengths shone through in spelling and foreign language studies. One of the respondents won a trophy in a competition based on vocabulary. At the high school or college level, being a walking encyclopedia in some subjects is an asset, rather than the oddity it is in younger hyperlexics. "Because DJ is in the engineering field," wrote one mother, "the meticulous nature of his hyperlexia is an asset. The further he goes with his education, the more the personality quirks associated with his hyperlexia are now looked upon as those of the eccentric brainy nerd type associated with the absent-minded professor."

Classroom interaction was a challenge for some. "Any course that was based on traditional reading and examinations was comfortable for me," wrote one. "Those with ore class participation or required papers were less so." Another, a college student, said, "When I fail to function in the manner they expect from a 'normal' student, since I am smart, educators assume that I must be trying to annoy them." If the course grade is based largely on class participation, the hyperlexic student will have a more difficult time than in a class structured around studying and tests.

For some, being able to study something they were genuinely interested in made the difference between achievement and just muddling through. "College was perfect for me," wrote a 42-year-old musician who had studied as little as possible during high school. "I excelled in music studies and was able to practice piano and compose for long stretches at a time. I graduated summa cum laude."

The social world

Many of the respondents were keenly sensitive to the challenges of adolescent socialization. Slow dances were hard to come by; dating was nearly impossible; one was pressured to leave the student council because he did not fit in. Even making idle conversation was challenging, and students were at a loss for how to respond to the teasing and bullying they experienced.

Nearly all of the older hyperlexics made a concerted effort to fit in socially, generally by joining sports teams, musical groups, student council or scholastic teams. One chose to find a few select friends and concentrate on those individuals – basically ignoring everyone else. Another intentionally used sports as a basis for an occasional conversation or for finding common ground with peers. Still, several reported that as high school students they had difficulty forming strategies to cope with social situations.

One respondent, who was not diagnosed with hyperlexia until his late 30s, wrote, "I always knew something was keeping me from entering the everyday world. Only now am I beginning to try to emerge."

Parents matter

One respondent wrote, "If I had a better sense of myself and better goals, I probably would have made a stronger effort to look for a ore concrete basis for my formal education." Can parents of younger hyperlexics do anything to make things better for their children as they move into high school, college, and beyond? Can they help as their children face decision about the future? The older hyperlexics say there is plenty parents can do.

"When I was growing up," another wrote, "there was no real understanding of the situations that lead to being ignored or pushed through." This respondent did not have the advantage of accurate diagnosis and early intervention. He struggled though school with no strategies to make the most of his strengths. Instead, he thought he was stupid. But as children are identified as having the syndrome of hyperlexia at younger ages and aggressive intervention begins before the normal school years, the future brightens.

Many of the respondents who achieved the most academically or are the happiest with themselves as adults thrived on the support of involved, concerned parents and teachers.

What can parents do? Writes one man: "Be patient, loving and encouraging of all that the student does well – like my mother was for me."

Article originally appeared in the Fall 1996 AHA Newsletter
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