Hyperlexia & Hypergraphia: When Early Readers Also Write Early

When self-taught early readers also write early: a look at the co-existence of hyperlexia and hypergraphia.

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It's one thing to have a two year old who spontaneously starts reading before they really learn to talk. And it's a whole other thing when they start to write and print early too. Especially when you didn't teach them how to do any of it. It all just sort of happened out of nowhere. Kind of like magic.

Well, that was the case with my hyperlexic son. Not only did he teach himself to read by his second birthday, but he also started writing out words well before he ever stepped foot in a classroom.

Our driveway was constantly covered in chalk letters, words, numbers, roman numerals, math equations, lists...you name it. (It was easy to tell which house was ours!)

So let's talk about those hyperlexic kids who also write early by exploring the relationship between hyperlexia and hypergraphia, including what it looks like specifically within hyperlexia.

What is Hypergraphia? A Definition

According to Wikipedia, hypergraphia is broadly defined as a "behavioral condition characterized by the intense desire to write or draw."

Within the hyperlexia literature specifically, though, early researchers used the term to describe the "unusual spontaneous writing ability" observed in some hyperlexic children (Whitehouse & Harris, 1984).

Much like hyperlexia itself, this "advanced writing" ability appears spontaneously at an early age (Craig & Telfer, 2005; Cain, 1969; Hopper, 2003; presentation by Kupperman, 2018; Talero-Gutierrez, 2006; Yaccarino, 2021) and involves producing written work that is "many years beyond [their] age level" (Cain, 1969). This ability is "noteworthy" because it often appears before learning to talk (Craig & Telfer, 2005; Ostrolenk, 2023), just like the reading ability in hyperlexia.

Please note that when we are talking about hypergraphia here, we are specifically referring to the physical act of writing, printing, or drawing letters and words, not simply arranging or spelling with letter magnets or toys, which is a common play pattern for hyperlexic children.

What Does Hypergraphia Look Like in Hyperlexia?

It's important to keep in mind that this spontaneous writing ability in hyperlexia:

• Appears at an early age (often well before age 5)

• Goes beyond what is expected for their age

• Emerges with no formal instruction (i.e., it is completely self-taught)

• Often appears before really learning to talk

Based on insights from the research - as well as my lived experience as a parent to a hyperlexic child who wrote early - hypergraphia in hyperlexic children can look like:

• Writing on any available surface, such as chalkboards, walls, sidewalks, driveways, or Magna Doodles (Al-Okby & El-Behairy, 2025; Treffert Center's Hyperlexia Manual)

• Spending hours compulsively writing and rewriting (Al-Okby & El-Behairy, 2025; Treffert Center's Hyperlexia Manual)

• Mirror writing or writing backwards (Cain, 1969; Hopper, 2003)

• Exceptional neatness or penmanship (Cain, 1969; Ferreira, 2013)

• Writing in different languages (Ferreira, 2013)

• Writing detailed lists and schedules preverbally (Craig & Telfer, 2005)

• Exceptional spelling, even for words only seen once (Cain, 1969; Yaccarino, 2021)

• Writing letters, real words, and pseudo-words (Craig & Telfer, 2005)

• Writing in both upper- and lowercase (Craig & Telfer, 2005)

• An intense need or desire to write, doodle, or draw

• Drawing letters instead of pictures, including filling entire pages or art with words, letters, or numbers rather than actual pictures

• Writing the word instead of drawing the object (e.g., writing the words "big cat" when prompted to draw a picture of a big cat)

• Filling notebooks with massive number sequences

• Writing in different fonts, including those that are invented

• Writing or drawing out logos

• Spontaneously learning cursive writing

Basically, they learn to write early, clearly, and with little to no spelling errors. They have this intense drive to write, doodle, or draw on any available surface, similar to the intense need to read everything that we see in hyperlexia. And this writing might take the form of words, lists, numbers, or logos. It might even be in different fonts or languages!

Our Personal Experiences with Hypergraphia in Hyperlexia

My son is a perfect example of hyperlexia and hypergraphia co-occurring. Not only did he start reading and spelling before his second birthday, but he also started writing words with chalk, crayons, markers, etc. around the time he turned 3 (it may have been earlier though as I kind of forget the specific timeline).

In my This is Hyperlexia post (and the accompanying video), you can find some examples of his hypergraphia and hyperlexia in action. For instance, in that post, I wrote that he would write numbers and letters in chalk all over the deck, the railings, the play structure, and his brother's hat while it was on his head (yes, really!). It's a perfect example of writing on every available surface! You can also see examples of him writing words on the driveway in chalk and writing in French.

Also, here are photos of some of my son's writings from ages 3 years, 2 weeks to 4 years, 1 month:

There are also plenty of examples I shared on Instagram from when J was 5 years old, including: 

• My name in a curly font on a Magna Doodle

• A written "warning" on a Magna Doodle

• An ode to the number 49

• A list written in chalk on our deck

• Simple instructions for how to use stairs written in chalk on the railing

• This chalk list about gardening on the driveway

• This chalk list on the driveway that lists chalk, more chalk, and more more chalk

Turns out, our driveway covered in chalk lists isn't an isolated case!

Case Reports of Co-Occurring Hypergraphia & Hyperlexia from the Research

There have been several documented cases of co-occurring hypergraphia and hyperlexia in the research. And you might just spot a few familiar references to chalk and Magna Doodles in them too.

Take Janey, for example, who could "already read and write quite well when she entered kindergarten" (Cain, 1969), or George, who demonstrated the same early literacy skills prior to starting school (Cain, 1969; Hopper, 2003). Similarly, Talero-Gutierrez (2006) shared about a boy who, by age 3, "began to read and write words and numbers."

There's also Millie who could write "backward almost as readily as she writes forward" (Cain, 1969). And, she could do so with ease (Hopper, 2003), reproducing "virtually any word she has seen even once, including words many years beyond her age level" (Cain, 1969). She was also known to quickly correct others' misspellings, even though she was only 6.5 years of age.

Another example is a four year old non-speaking boy who "demonstrated an exceptional ability to read, write, and spell...[that] had arisen spontaneously, together with excellent manual dexterity" (Hopper, 2003 referencing Arnold, 1960).

Then there's the three year old girl who, using sidewalk chalk, "was writing everybody's name in the family. So, she'd write Grandma [Name], Grandpa [Name], my brother's name...my sister-in-law's name. You know, all spelled out perfectly" (Yaccarino, 2021). The parent noted that their daughter's ability all "just sorta, happened!" and they didn't teach her anything. This reminds me of my own son who, as a preschooler, would spend hours writing out words and lists in chalk on the driveway, as seen in the video found here or in the examples I shared earlier.

There's also Jason (Craig & Telfer, 2005) who "demonstrated strengths in writing" and could write "letters, pseudo words, and true words" at an early age. His writing ability was particularly "noteworthy" because "he began generating written lists preverbally." As a preschooler, his favorite toy was a "Fisher-Price Magna Doodle on which he would write upper- and lowercase letters." Remember those examples I shared of my own son writing on the Magna Doodle? Well, his interest in Magna Doodles started as early as age 2 (although, from what I can remember at that age, it was mostly me writing on it until he started writing on his own).

It's also worth noting that this spontaneous writing ability isn't just limited to one language either. For example, the child AN could write and read alphabets in more than 10 languages (Ferreira, 2013). He had excellent handwriting, "especially in relation to children of the same age" (Ferreira, 2013).

Will All Hyperlexic Children Spontaneously Write Early as Well?

In short, no. Not all hyperlexic children will have this early spontaneous writing ability, just like not all hyperlexic children have hypernumeracy (some might have dyscalculia instead).

The research has documented this "unusual co-occurrence of [hyperlexia and hypergraphia]" (Burd & Kerbeshian, 1985), making it clear that hypergraphia is an observed co-occurring profile rather than a universal trait of hyperlexia.

Furthermore, this combination of hyperlexia and hypergraphia isn't exclusive to autism. Craig and Telfer (2005) noted that "advanced writing has been observed to accompany the decoding skills of hyperlexia for reports of children with disabilities other than [autism]." In other words, precocious reading and spontaneous writing can emerge together for a variety of neurodivergent profiles, not just autism.

Part of the reason that hypergraphia isn't seen in all hyperlexic children is due to the variability in motor skills. While some hyperlexic children demonstrate well-developed fine motor control, many others experience fine motor delays, low muscle tone (hypotonia), graphomotor difficulties, dysgraphia, or dyspraxia. For those with fine motor delays, traditional pencil and paper handwriting can be a challenge, even if their drive to write is just as strong.

Researchers believe that hyperlexia and hypergraphia develop from a single system that serves both reading and spelling (Glosser et al., 1996). Both develop rapidly because the child's brain has mastered orthographic and phonological processing. In other words, the patterns and rules of letters and sounds.

A Quick Summary of Hypergraphia in Hyperlexia

Here's a quick recap of what we learned about hyperlexic children who also write early:

• Early researchers used the term hypergraphia to describe the spontaneous writing ability observed in some hyperlexic children.

• Hypergraphia in hyperlexia appears at an early age, emerges with no formal instruction, and often develops before really learning to talk, similar to the reading ability of hyperlexia.

• Hypergraphia in hyperlexic children is well-documented in the literature, dating as far back as 1969.

• Not all hyperlexic children have hypergraphia, partly due to the wide variability in motor skills.

• It's believed that hyperlexia and hypergraphia develop rapidly from a single system that serves both reading and spelling.

The key takeaway here is that this early writing ability, just like early reading, is an incredible strength. A strength that should be encouraged, embraced, and supported. After all, writing gives hyperlexic children a direct way to communicate, regulate, and express themselves.

Is Hyperlexia a Sign of Autism?

Answering the commonly asked question: is hyperlexia a sign of autism?

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Any time I mention the strong link between hyperlexia and autism, I inevitably get comments like "my child is hyperlexic, but doesn't show any signs of autism." And, honestly, it's a completely understandable reaction, especially if you're only familiar with classical autism stereotypes.

It's also no secret that both autism and hyperlexia are widely misunderstood. So it's easy to look at a narrow list of autistic traits and think your hyperlexic child simply doesn't check those boxes because "they make good eye contact" or are "very social," all while dismissing the fact that hyperlexia itself is a good indicator that they're autistic.

So that leads me to address the question so many wonder: is hyperlexia a sign of autism? Well, let's take a look at what the research says and explore how hyperlexic characteristics map onto the autism diagnostic criteria.

Is Hyperlexia a Sign of Autism?

Yes, hyperlexia is often considered a sign of autism and has been for decades in the research.

To quote Burd et al. (1986), "the diagnosis of autism should be considered when hyperlexia is present." Baldacara et al. (2006) similarly argued that hyperlexia "when present should be taken into account for the diagnosis" of autism. 

After all, "hyperlexia is so often a feature of autism" (Nation, 1999) that the relationship between the two is "inescapable" (Healy & Aram, 1986). Even more recently, research has noted that "hyperlexia is now considered an autistic 'special ability'" (Ostrolenk et al., 2023).

In other words, if you suspect that your self-taught early reader is hyperlexic, then you should consider seeking an autism assessment because there is a strong likelihood that they are autistic as well.

Does this mean that every single hyperlexic child will receive an autism diagnosis? Not necessarily.

While the research consistently links autism and hyperlexia (as we will see more in a bit), there is a small percentage of hyperlexic children who may not meet the full diagnostic criteria for autism.

Regardless of whether or not a child receives an official diagnosis of autism, the presence of hyperlexia always points towards a neurodivergent neurotype.

Why (and How) is Hyperlexia Considered a Sign of Autism?

One of the main reasons that hyperlexia is considered a sign of autism has to do with the strong link between the two profiles. As Ostrolenk et al. (2023) point out, "hyperlexia is unquestionably associated with autism," estimating that 84% of hyperlexic individuals are autistic.

While hyperlexia itself is relatively rare, its presence is so prevalent within the autistic population that finding hyperlexia without autism is more of an anomaly than anything.

It has even been suggested that "the symptom of hyperlexia may identify a subgroup of children with autism" (Burd et al., 1986), something that has been emphasized even more recently as well. For instance, Chia and Kee (2013) mention that "hyperlexia carries autistic traits and may represent an autistic subtype." The idea here is that hyperlexia might form a distinct subgroup or clinical presentation within the broader autism spectrum rather than a separate syndrome or condition entirely.

But let's dig a bit deeper here by looking at the features of hyperlexia that map directly onto the diagnostic criteria for autism.

Specifically, Schenker (2025) notes that "hyperlexic characteristics appear to fit many diagnostic criteria for autism," while Ostrolenk, 2023 emphasizes that "the four features of the definition of hyperlexia all have links with what defines autism," including:

• Intense, circumscribed interests (Ostrolenk, 2023; Nation, 1999)

• "Obsessional, repetitive, and ritualistic behavior" (Tirosh & Canby, 1993; Nation, 1999)

• "Speech, language, and communication difficulties" (Nation, 1999; Baldacara et al., 2006; Aram & Healy, 1988)

• Spiky learning profile with "a discrepant profile of strengths and weaknesses" (Ostrolenk, 2023 referencing Dawson et al., 2007 and Jones et al., 2009)

• Preference for non-social stimuli (Ostrolenk, 2023)

• "Independent acquisition of skills" (Ostrolenk, 2023)

• Weak central coherence (Nation, 1999)

Schenker (2025) further illustrates how the hyperlexic profile maps onto the DSM-5 criteria for autism pretty seamlessly. For instance:

• Social communication differences and restrictive/repetitive behaviors show up when "a hyperlexic preschooler may choose to play exclusively with books and alphabet-based toys rather than engage in imaginative play with peers who do not share an appreciation for printed materials"

• Early onset is present in how hyperlexic children "learn to decode and recognize words very early in development," sometimes as early as 18 months of age

• Traits "are not explained by a global developmental delay or intellectual disability" as "hyperlexic people demonstrate a range of IQs and abilities"

I also want to mention that the hyperlexic profile checks off other aspects of the restrictive and repetitive behaviors diagnostic criterion. For reference, this specific criterion "may include interests, movements, a need for strict routines, and/or clear differences in sensory processing" (Schenker, 2025). When you look at how hyperlexia actually presents, it often checks off all four elements of this criterion (even though only two are required for an autism diagnosis). According to the Canadian Hyperlexia Association's What is Hyperlexia? guide, hyperlexic children frequently:

• Demonstrate "an intense fascination with letters, numbers, logos, maps, or visual patterns"

• Show "ritualistic and/or obsessive behaviors" and "exhibit self-stimulatory behaviors"

• "Have an intense need to develop or keep to routines in daily life"

• "Display unusual sensitivities to sounds, odors, tastes, or textures"

When you look closer at the diagnostic criteria for autism and see how hyperlexic features can be easily connected to these criteria (like we did above), it's no wonder that hyperlexia is considered a sign of autism.

Too often, though, people rely on autism stereotypes, saying things like "but they're so social!" as a way to dismiss the idea that their child could possibly be autistic instead of looking closer at the actual criteria for diagnosis.

So What if Your Child Reads Early, But Doesn't Show These Signs?

Well, if you read through the above and still believe your self-taught early reader doesn't have any of these autism signs, then it's more likely your child is simply a precocious reader rather than a hyperlexic one. On the surface, these two profiles look similar because of the early decoding ability, but they are in fact different in a lot of ways (more on the differences here).

Remember, not all early readers are hyperlexic.

Instead, it's best to keep in mind that "hyperlexia is viewed as a type of precocious reading" (Grigorenko et al., 2003) that is "defined by a very specific pattern of compulsive interest and exceptional skills" (Ostrolenk et al., 2017). And it is this specific pattern that qualifies hyperlexia as a sign of autism in many experts' eyes.

Is Hyperlexia Real? Unpacking the Doubts About Toddlers Who Read

Answering the frequently asked question: is hyperlexia real?

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When people hear that a two year old taught themselves to read, the reaction is usually disbelief. Something akin to, "No way. They're just memorizing!"

Or, they might assume parents drilled their child with flashcards, but that's not the case here. Although, it is worth mentioning that a hyperlexic child might really, really enjoy flashcards as a toy, especially given their fascination and interest for words and letters.

These types of conclusions or assumptions make sense given that self-taught reading at age two clearly differs from what's considered typical childhood development. It seems almost mythical, like it can't possibly be real.

Which is why so many people ask: is hyperlexia real?

So let's explore this question in more depth, along with why so many people, perhaps even you, are skeptical that hyperlexia is an actual, documented phenomenon.

Is Hyperlexia Real?

Yes, hyperlexia is indeed a real thing that's been thoroughly documented in the research for over 50 years.

It is "widely recognized in the research literature as a meaningful descriptive construct" (Singh & Chia, 2026), with research confirming that "hyperlexia is a real condition and can be demonstrated through fMRI imaging" (King, 2006).

While the term was officially coined in 1967, descriptions of the hyperlexic profile date back much further. For instance, researchers have documented probable cases of hyperlexia in 1917 and 1918, and there are descriptions of the hyperlexic profile that go all the way back to the 1800s! (More on that fascinating history here.)

I also know hyperlexia is real because I've lived it. I've personally witnessed it with my own eyes and experienced it with my own son who taught himself to read before his second birthday.

In 2014, a few years after he started reading, he was officially identified with hyperlexia, hypernumeracy, and autism by a psychologist who was not only familiar with the term, but recognized that my son checked all the boxes for this incredibly unique neurodevelopmental profile.

So Why Do People Think Hyperlexia Isn't Real?

At first glance, hyperlexia sounds unbelievable. I mean if I didn't have a hyperlexic child myself, I probably wouldn't believe you if you told me your two year old taught themselves to read. I'd probably think that such a feat would be impossible or that you somehow taught them.

After all, the idea that a toddler spontaneously starts reading before age two seems to go against everything we've been taught or know about learning to read or acquiring language. For instance, we expect reading to require years of formal instruction and phonics rules, so seeing a tiny toddler reading fluently - and so soon! - is drastically different than what one would expect. And since it's so different than the norm, people naturally react with skepticism. They look for any other explanation, from intense flashcard drills to mere memorization.

Beyond the initial shock factor, though, people doubt that hyperlexia is real solely because they've never heard of it before (see point #1 here). The reality, unfortunately, is that most people aren't familiar with hyperlexia (including many professionals and specialists around the world!), which is why so many parents of hyperlexic children hear things such as, "Hyperlexia? What's that?"

On top of that, hyperlexia isn't an official standalone diagnosis (see point #2 here). Some people might assume hyperlexia lacks clinical legitimacy since it doesn't have a formal diagnosis outlined in the DSM-5 (or similar). Yet, as we have already discussed, hyperlexia has a well-documented history spanning decades and is recognized by many professionals, such as the psychologist who identified my son, as a very real, identifiable neurodevelopmental profile.

Why Acknowledging Hyperlexia Matters

It's important to acknowledge that hyperlexia is real because it is the essential first step in properly supporting these unique learners. After all, hyperlexic individuals learn differently.

If we dismiss their precocious reading ability as a fluke, mere memorization, or just some party trick, we'll miss what really matters: who they are and how their brains work.

When we don't understand how their brains process language or how they make sense of the world around them, we can end up relying on advice and strategies that are misaligned with how they learn (see here for example).

In order to truly help hyperlexic learners thrive, we have to meet them where they are with approaches and strategies that are tailored to their unique learning profile. And that can only happen if you acknowledge that hyperlexia is real in the first place.

Is Hyperlexia Neurodivergent? (And Can You Be Neurotypical and Hyperlexic?)

Answering the frequently asked questions: Is hyperlexia neurodivergent? Can you be neurotypical and hyperlexic? We'll also explore where some of the misconceptions come from.

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When incomplete definitions and descriptions of the hyperlexic profile circulate in online spaces, a lot of misinformation can be unintentionally spread, leading to confusion for many.

Too often, the lines between gifted precocious reading and genuine hyperlexia get blurred.

And sometimes proposed (and outdated) theories get pushed as hard facts when, in reality, there's limited support and research to back them up.

As a result, many misconceptions about hyperlexia arise from this spread of misinformation. So, it's no wonder that the same types of questions come up again and again.

Some of those common questions include:

• If a child is hyperlexic, does that automatically make them neurodivergent?

• Can a neurotypical child have hyperlexia?

• Does hyperlexia mean neurodivergent or can you be neurotypical and hyperlexic?

Well, those are the questions that we're going to explore here. We'll also examine where some of the biggest misconceptions surrounding this topic come from in the first place. So, let's dig in!

Is Hyperlexia Neurodivergent?

Yes, hyperlexia is a form of neurodivergence, meaning you are considered neurodivergent if you are hyperlexic.

By definition, hyperlexia is a "neurodevelopmental profile marked by precocious word decoding skills that outperform comprehension and general language use" (Singh & Chia, 2026), with a developmental trajectory that is "simply different from typical reading development" (Schenker, 2025).

Since the underlying brain wiring of hyperlexia features a distinct cognitive profile and unique processing style, it inherently falls outside of what is considered neurotypical (more on the definition of neurotypical here).

Keep in mind that hyperlexia also co-occurs with other neurodivergent identities, most commonly autism (more on that here), and is widely considered a sign of autism. As Singh et al. (2026) note, the unique "constellation of features makes hyperlexia an uncommon and distinctive developmental pattern, often identified in early childhood and frequently associated with neurodevelopmental differences."

So, in short: if you are hyperlexic, you are neurodivergent.

Can You Be Neurotypical and Hyperlexic? (e.g., Can a Neurotypical Child Have Hyperlexia?)

No, you cannot be both neurotypical and hyperlexic. As Schenker (2025) points out, hyperlexia is "often associated with autism but not with neurotypicality."

That's because genuine hyperlexia is a "distinctive developmental reading profile" (Singh et al., 2025) that diverges significantly from typical development and "challenges normative assumptions about literacy development, cognition, and social interaction" (Singh & Chia, 2026). After all, I think we can agree that a two year old teaching themselves to read before really learning to talk isn't typical development.

From their underlying brain wiring to the way they process and acquire language, hyperlexic learners follow an entirely different developmental path (Ferreira, 2013; Filipova et al., 2023; Ostrolenk et al., 2017; Schenker, 2025; Singh et al., 2026; Singh & Chia, 2026) and use "different learning pathways" (Ostrolenk et al., 2017).

With their pronounced spiky learning profile, every aspect of hyperlexia points to neurodivergence, not neurotypicality.

Since the hyperlexic profile fundamentally diverges from the norm of typical development, hyperlexia and neurotypicality simply cannot co-exist. Instead, hyperlexia firmly belongs under the neurodivergent umbrella.

Where Does this Misconception Come From Then?

The misconception that you can be both hyperlexic and neurotypical likely stems from Treffert's proposed subtypes of hyperlexia, specifically the subtype he labeled as hyperlexia type I.

According to the Treffert Center's Hyperlexia Manual, children labeled as type I are "very bright, normal (neurotypical) children who simply read early" and "show no signs of autistic-like behaviors." Treffert noted that these children are "what I call early, or precocious readers." He also admitted that others, including himself, are hesitant to "label what I refer to as hyperlexia I as 'hyperlexia' at all" (Treffert, 2011). Honestly, the contradiction here is wild...

By applying the term hyperlexia to typical precocious readers, Treffert's subtypes have unfortunately further blurred the line between genuine hyperlexia and other types of precocious readers.

As Ostrolenk et al. (2017) pointed out, these neurotypical early readers "do not qualify as hyperlexic...and are called precocious readers in most articles." And including "precocious reading in otherwise normal children as a form of hyperlexia seems unnecessary and may detract from those children who are hyperlexic" (Hopper, 2003).

It's important to emphasize here that "hyperlexia is defined by a very specific pattern of compulsive interest and exceptional skills, and we would like to 'preserve the concept of hyperlexia' for this unique profile" (Ostrolenk et al., 2017). After all, "normal children with precocious reading skills are not unusual" (Hopper, 2003), whereas hyperlexia is uncommon (more on that here) and has a distinctive neurodevelopmental path.

Unsurprisingly, "Treffert's classification of hyperlexia into three types has not gained consensus" (Mammarella et al., 2022; Filipova et al., 2023) among experts and researchers. However, these three types are popular among some parents of hyperlexic children, despite the issues and the lack of support these subtypes have.

The inclusion of hyperlexia type I not only dilutes and undermines the concept of hyperlexia, but it also lacks empirical validation (i.e., they are not backed by research) and ignores core defining features of hyperlexia. Unfortunately, as we've touched on, these outdated subtypes have led to persistent confusion, misconceptions, and widespread overidentification over the years.

A Quick Summary...

Based on the research, the key takeaways here are:

• Hyperlexic = neurodivergent

• You cannot be both neurotypical and hyperlexic.

• Neurotypical early readers are precocious readers, not hyperlexic ones.

• Applying the term hyperlexia to all early readers dilutes what makes hyperlexia distinct, and leads to misunderstanding, confusion, and overidentification.

To wrap things up, let's go back to the quote about preserving the concept of hyperlexia for this unique profile. It's important that we are using accurate terminology and evidence-based definitions when talking about hyperlexia. And that starts with understanding that hyperlexia is so much more than simply being an early reader. It is a distinct neurodevelopmental profile worthy of being preserved.