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VOL. 2, ISSUE 1 (2026)
The triangulation of intersubjectivity, intertextuality, and interfacial communication in the neurodevelopmental model of hyperlexia
Authors
Harjit Singh, Kok Hwee Chia
Abstract
Hyperlexia is a neurodevelopmental reading profile marked by
precocious, self-taught word-decoding abilities that significantly outpace age
expectations while co-occurring with difficulties in language comprehension,
social communication, and pragmatic use of language. Most frequently observed
in autistic populations, hyperlexia is defined by a pronounced dissociation
between fluent decoding and limited semantic and contextual understanding.
Rather than representing merely advanced reading, hyperlexia reflects an atypical
pathway of language acquisition in which written symbols become a primary
gateway to language, often substituting for socially mediated oral interaction.
This paper situates hyperlexia as a topic of interest within the social
sciences, arguing that it challenges normative assumptions about literacy
development, cognition, and social interaction by demonstrating that technical
literacy can emerge independently of shared meaning-making. Drawing on
developmental psychology, education, disability studies, sociolinguistics and
others, the discussion reframes hyperlexia as a socially and culturally
embedded phenomenon rather than a purely cognitive anomaly. Central to this
analysis is the proposed Triple-I Model, which conceptualizes comprehension in
hyperlexia as arising from the impaired interaction of intersubjectivity,
intertextuality, and interfacial communication. Together, these dimensions
explain why children with hyperlexia may read with exceptional accuracy yet
struggle to demonstrate functional understanding. The model underscores the
need for instructional and therapeutic approaches that prioritize shared
meaning, contextual linkage, and multimodal mediation over decoding-focused
instruction alone.
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Pages:12-15
How to cite this article:
Harjit Singh, Kok Hwee Chia "The triangulation of intersubjectivity, intertextuality, and interfacial communication in the neurodevelopmental model of hyperlexia". World Journal of Social Science , Vol 2, Issue 1, 2026, Pages 12-15
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