The research presented in this paper is a two-part case study of a 14-year-old mentally handicapped girl, Rachelle, who is hyperlexic. That is, she is able to easily decode the printed word, yet has great difficulty comprehending what she has read. We describe the characteristics of hyperlexia in a diagnostic case study of Rachelle and then outline an instructional program, implemented over a 1 1/2-year period, which we based on current research and theory about the normal processes of reading and learning. Using a learner-centered, literature-based approach, we directed instruction toward helping Rachelle to connect reading with making meaning. Her reading and writing competency and attitudes improved steadily throughout the intervention, as shown through collected work samples and a variety of assessment procedures. We suggest that instruction for hyperlexics and for all readers should focus on linking reading with meaning.
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