The Relationship between Imagery, Dyslexia, Hyperlexia and Autism

Three sensory-cognitive processing factors underlie language and literacy skills. Concept Imagery-the ability to image gestalts-is critical to cognition. Phonemic Awareness-the ability to perceive the number, order and identity of sounds within words-is critical for reading and spelling. Symbol Imagery-the ability to visualise letters within sight words-is critical for phonemic awareness, spelling and contextual reading fluency. Comprehension and critical thinking require ability to "dual code" information-in mental images and language. Some individuals have weakness in concept imagery and do not image "gestalts" for language.

They retain only details or parts of information and struggle with higher order thinking skills. These individuals are often diagnosed as Hyperlexic, mildly Autistic or with Asperger's Syndrome. In addition, inaccurate reading prevents or disrupts imagery. Accurate decoding requires phonemic awareness, which is implicated as the most pervasive cause of decoding and spelling problems, including those severe enough to be labelled "dyslexia".

For decoding and spelling skills to become fluid, phonemic awareness must cross a threshold to visual imagery for letters and sight words-symbol imagery. When this function is weak, individuals spell phonetically and have low reading rates and word recognition skills. Diagnosing and stimulating these three sensory-cognitive functions is critical to language and literacy development.  Lindamood-Bell®programs are made up of a series of specific practices, each targeting these essential skills that are critical to the reading process.

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