%0 Journal Article
%T HYPERLEXIA AND DYSLEXIA IN AUTISM: HITTING A MOVING TARGET
%A Emily L. WILLIAMS
%A Manuel F. CASANOVA
%J Journal of Special Education and Rehabilitation
%@ 1857-663X
%D 2012
%I Faculty of Philosophy, Institute of Special Education and Rehabilitation
%X The diagnostic histories of autism, dyslexia, and hyperlexia are complex. Because these conditions share both convergent and diver-gent properties, it is important to under-stand these relationships, especially in the case of research and how we interpret bodi-es of work which span decades of fluc-tuating criteria. It is also important to syn-the-size what we already know about the morpho-logy of these con-di-tions and pinpoint what we still don¡¯t. Autism and dyslexia, for instance, share antipodal cerebral morpho-logies, such as minicolumnar den-sity, neuropil width, cell size, corpus callo-sal volume, gyral complexity, gyral window size, and cerebral volume, while hyperlexia has not been studied in this fashion, although it sha-res much in common with autism. Mean-while, the fluctuation in criteria of dyslexia over the years, means that older studies, such as some of the most highly cited in post-mortem research, have potentially used more heterogeneous groups of subjects than dys-lexia research typically uses today. Con-sider-ably, 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 broa-der ¡°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 diag-nosis and treatment, and to support better research.
%K ectopia
%K dysplasia
%K minicolumn
%K neocortex
%K corticogenesis
%K gyral index.
%U http://jser.fzf.ukim.edu.mk/files/39-54%20Williams%281%29.pdf