1. Will the child access more from th ecurriculum in an "included" setting that he would in a more restrictive setting?
2. Have staff members who will be working with this child been adequately instructed regarding the unique learning style of hyperlexics and how to accomodate for it in the classroom?
3. Are behavioral strategies in place to address the sometimes problematic behaviors of the hyperlexic child?
4. Will there be opportunities in this setting for thehyperlexic child to exercise his "gifts" (e.g. strengths in spelling, computers, art, knowledge about a particular topic)?

Ideal Hyperlexic Classroom

• Language based -- intensive
• Social interaction
• nurture child's talents
• parents can give and get information
• Focus on future
• Teacher understands learning style -- has freedom and expertise to accomodate

GENERAL CLASSROOM INCLUSION STRATEGIES FOR THE HYPERLEXIC CHILD

1. Label as much as possible in your classroom, then expand labels
2. Post schedules and schedule changes (in advance!) in print
3. Routinely vary routines -- leaders, jobs, seating arrangements in class and in the lunchroom. Post changes in print.
4. Teach facial expression/lody language through pictures, role playing and scripts.
5. Engineer (and if necessary script) social situations.
6. Provide class an individual rules list in print which include WHY/BECAUSE for each rule.
7. Teach humor.
8. Teach both the asking and the answering of questions in print. (e.g. pocket of pre-written questions he can choose from; question cueing charts)
9. Watch for hypersensitivities or unusual fearss (especially to sounds); avoid circumstances that might provoke over-reaction. (e.g. PREPARE for fire drilles, school bell, etc.)
10. Try Music -- provide words -- songs that tie in with curriculum.

INCLUSION STRATEGIES FOR THE HYPERLEXIC STUDENT IN CONTENT-AREA SUBJECTS

1. Design each unit around the ALL-MOST-SOME pyramid. (Be sure your assessment strategies tap all of these levels also.)
   
   
   
   Science and social studies -- "shallow" -- require memorization. Hyperlexic child can do well, but deeper understanding should be encouraged because hyperlexic so strong in memorization.
   
   
2. Adopt (or adapt!) a set of graphic organizers pertinent to the subject matter, and use them consistently. Teach the child how to complete the organizers using chapter titles, section headings, italicized/bold-face print, etc. Plug into the hyperlexic child's patterned learning.
   
   
   
   
3. Specifically teach new vocabulary terms before each lesson -- draw, present photos or hands-on material, then label in print.
   • flashcards with target word, graphic cue and definition that is relatively short or linguistically simplified
   • 5 Square vocabulary sheet
     
   • root/affix (prefixes, suffixes) instruction is very helpful -- these kids are pattern learners!
4. Hitch the unknown to the known. Build on interests.
5. Slow your rate of presentation, provide outlines in print, and give written rather than purely verbal directions for assignments.
6. Whenever possible, provide hands-on experiences, add written explanations and make the connections to other curriculum areas.
7. Use captioned filmstrips and closed-captioned videos (with TV decoder) as much as possible.
8. Provide daily cloze review worksheets or outlines.
9. Design tests which allow for easier retrieval -- multiple choice, cloze, (with multiple answers given) matching.

Try having child read story into tape recorder, then have them listen to their own voice. Might help improve comprehension.

READING INSTRUCTION FOR THE HYPERLEXIC CHILD*

Note: Kathy Barouski strongly reccomends reading/comprehension instruction NOT be in the integrated classroom -- learning differences too great.

1. Begin with a simple graphic organizer to assess already known information.
   
   
   
   
2. Text layout and length are important. Choose reading materials based on length of passages, lnguistic complexity and appropriateness of level. The longer the passage, the worse the comprehension for the hyperlexic child
3. Pre-teach new vocabulary -- draw or present visual representations whenever possible; use simplified explanations of complex vocabulary or concepts.
4. Pre-read the selections and aticipate problem vocabulary/sentence structure. Create a hyperlexic text -- highlight, simplify above in print (problem words, structures, ideas or phrasing). Figures of speech and expressions will be taken litereally -- need to define the expression above the text in print.
5. Listen to oral reading of passages. Stops, pauses and then re-readings of the whole lines or sentence, or mispronounced words often indicate difficulties in comprehension.
6. Be sure the child understands literal wh- questions before asking why and inferential questions. Repeat and rehearse questions and answers, with and without print, to practice "flow" of conversation.
7. "Think Aloud" must be "Think and Write Aloud"! Model your thinking strategies in print when teaching how to answer why questions. Give them the process/answers, have them repeat it, take it away and ask for it again (verbally only). Script how you came to a conclusion.
8. Use graphic organizers (Mind Maps and Story Maps are especially good for most selection) to summarize at the end of a selection. Model how to give oral and/or written reports using a graphic organizer.
9. Go back to your original web, check old information and add new information in a different color (expand language).
10. When expanding to a new graphic organizer format, teach for transition.

Try high interest, low vocabulary stories to enhance comprehension and enjoyment.

STORY MAP

Title:
Setting
	Characters
	First	What Happened 1.
	Next	2.
	Then	3.
	+ Last	4.
How did it end?

Question/Answer Guide

IF THE QUESTION STARTS WITH:	THE ANSWER IS:
DO DID IS	YES OR NO
	PERSON'S NAME
	NAME OF A THING OR GIVE A FACT
	PLACE
	GIVE A REASON
	DESCRIBE A TIME, DATE, OR SEQUENCE
HOW	EXPLAIN A PROCESS OR PROCEDURE