Hyperlexia and Giftedness: Understanding the Connection and Key Differences

When your toddler starts reading street signs, license plates, or even complex words before their peers can recognize the alphabet, you’re witnessing something remarkable. But what does it mean? Is your child gifted, hyperlexic, or both?

The relationship between hyperlexia and giftedness is one of the most misunderstood topics in child development. Many parents find themselves searching for answers after noticing their young child decoding words far beyond their years, often without any formal instruction.

In this comprehensive guide, you’ll learn exactly how these two profiles overlap and differ, when to seek professional support, and how to nurture your child’s unique strengths while addressing potential challenges.

Key Takeaways

• Hyperlexia and giftedness are related but distinct profiles; hyperlexia involves advanced decoding skills often paired with challenges in comprehension and social communication, while giftedness encompasses broader cognitive strengths including advanced reasoning and problem-solving.
• There are three recognized types of hyperlexia—Type I (neurotypical early readers), Type II (hyperlexia within autism spectrum disorder), and Type III (hyperlexia with autistic-like traits that fade over time)—each with different implications for development and support.
• Early identification and tailored interventions focusing on comprehension skills, social communication, and emotional regulation are critical to help children with hyperlexia and giftedness thrive academically and socially.

What Is Hyperlexia? (Concrete Definition and Types)

Hyperlexia is defined as an unusually early, self-taught ability to read words, typically emerging before age 5 and often as young as 18 months to 2 years. Children with hyperlexia demonstrate an intense fascination with letters, numbers, logos, maps, or symbols that goes far beyond typical interest. They often teach themselves to read without formal instruction, surprising parents who suddenly realize their toddler is reading everything in sight.

Hyperlexia is not listed as a stand-alone diagnosis in the Diagnostic and Statistical Manual of Mental Disorders (DSM-5-TR). Instead, it’s conceptualized in research and clinical practice as a splinter skill or “island of ability”—an area of exceptional performance that exists alongside relative weaknesses in other domains. This pattern is especially common within autism, though hyperlexia can occur in neurotypical children and those with other developmental disorders as well.

Clinicians and researchers commonly reference three types of hyperlexia, which help explain the wide range of presentations:

Type I (Neurotypical Early Readers): These are children who read early and well, with strong reading comprehension and typical social skills. A 3-year-old in this category might read simple storybooks, understand the plot, and discuss what happened. Their early reading reflects high verbal ability or giftedness, and their comprehension quickly catches up to (or matches) their decoding. Most children in this group do not have autism spectrum disorder or significant developmental concerns.

Type II (Hyperlexia Within Autism): This is the most commonly studied form. A 4-year-old with Type II hyperlexia might decode chapter books fluently but display echolalia (repeating phrases from books or videos), limited spontaneous conversation, rigid routines, and difficulty with pretend play. These children meet criteria for autistic disorder or show strong autistic traits. Their reading ability far exceeds their language comprehension and communication skills.

Type III (Hyperlexia with Autistic-Like Traits That Fade): These children initially display autistic like traits alongside precocious reading ability—perhaps scripting, sensory sensitivities, or social difficulties—but these features diminish significantly by ages 7 to 9. By late elementary school, such children often function much more typically, with improved social interaction and communication. Some experts view this as “transient” autism-like presentation rather than true autism.

Type	Key Features	Autism Connection	Long-Term Outlook
Type I	Early reading + good comprehension + typical social skills	No ASD	Blends into gifted reader profile
Type II	Decoding far ahead of comprehension; echolalia, rigidity	Often meets ASD criteria	May continue to need support; variable outcomes
Type III	Early autistic-like behaviors that fade over time	Initial ASD-like features resolve	Often positive academic and social outcomes

The hallmark features across hyperlexia types include: decoding words far ahead of age expectations, exceptional rote learning and memory, strong visual pattern recognition, and a frequent mismatch between reading level and understanding. Hyperlexic children may recognize hundreds of sight words before age 3 but struggle to answer basic questions about what they’ve read.

What Is Giftedness? (And How It Overlaps with Hyperlexia)

Giftedness is typically defined using concrete criteria referenced by schools and psychologists: IQ scores above approximately 120-130, or exceptional abilities in specific domains such as mathematics, language, music, or visual-spatial reasoning. The top 2-5% of children on standardized cognitive measures are often identified as gifted.

Gifted children typically demonstrate several interconnected strengths that extend beyond any single skill:

Advanced reasoning and problem-solving appear early—a 4-year-old solving multi-step puzzles, a 5-year-old grasping multiplication concepts, or a 6-year-old asking philosophical questions about time and existence.

Strong curiosity and rapid learning drive these children to explore topics deeply and across multiple subjects. They often teach themselves skills like reading, chess, or programming by seeking out information independently.

Advanced comprehension accompanies most gifted readers. Unlike hyperlexic children whose decoding outpaces understanding, gifted kids typically show coordinated advancement—both word recognition and comprehension progress together, often alongside rich expressive language and sophisticated vocabulary.

Giftedness is formally recognized in educational policies. Gifted and talented programs, enrichment classes, and acceleration options exist in most school districts. Hyperlexia alone typically does not qualify a child for these services unless accompanied by broader cognitive strengths.

The overlap between hyperlexia and giftedness occurs in several ways. Some gifted kids are early readers with strong comprehension—these children might be informally called “hyperlexic” but technically fit the Type I profile. Other gifted children excel in math, music, or spatial reasoning without being early readers at all. And some children are genuinely twice-exceptional: hyperlexic with the decoding-comprehension gap characteristic of Type II, but also showing high intelligence or domain-specific talents that constitute giftedness.

This means hyperlexia can be one expression of giftedness, but it can also occur alongside learning disability, autism diagnosis, ADHD, or language disorder. The presence of advanced reading alone doesn’t determine whether a child is globally gifted.

Hyperlexia vs. Giftedness: Key Differences and Red Flags

Understanding the distinctions between hyperlexia and giftedness helps parents and educators respond appropriately. While both profiles involve advanced abilities, they manifest quite differently in daily life.

A hyperlexic child’s strengths center on decoding words with remarkable accuracy. This child might memorize the entire subway system, recognize license plates from across a parking lot, or know what weekday July 15, 2030 falls on—all by age 4. They may read chapter books aloud fluently, impressing adults with their pronunciation. However, ask “What might happen next in this story?” or “Why did the character feel sad?” and they may look blank, change the subject, or repeat words from the text verbatim without grasping meaning.

A gifted reader, by contrast, shows early reading plus age-advanced comprehension, inference, and flexible language use. This child not only reads about the solar system but generates questions (“Why doesn’t the moon fall down?”), proposes theories, or designs a model showing orbits and gravity. Their reading connects to broader thinking, creativity, and communication.

When to Look Deeper: Red Flags Suggesting Hyperlexia Rather Than Giftedness Alone

Watch for these patterns that suggest a hyperlexic profile rather than simple giftedness:

Your child relies heavily on echolalia or scripted phrases from books, movies, or YouTube rather than generating spontaneous, original sentences.

Reading aloud is remarkably fluent, but retelling key events, summarizing main ideas, or explaining character motivations proves extremely difficult—poor reading comprehension despite excellent decoding.

Intense distress occurs when routines or preferred topics (letters, numbers, maps, calendars) are interrupted. The child may have meltdowns over schedule changes that wouldn’t faze most children.

Difficulty with pretend play, peer interaction, or back-and-forth conversation stands in stark contrast to reading skill. The child may prefer reading alone to playing with other kids, or may talk at length about special interests without noticing others’ boredom.

Parents and teachers should watch for this “asynchronous profile” where reading might be at a 3rd-grade level while language skills and play are closer to a 2- or 3-year-old level. This mismatch is the hallmark that distinguishes hyperlexia from simple early reading in a gifted child.

Hyperlexia, Giftedness, and Autism: How Do They Interact?

Research conducted between approximately 1990 and 2024 consistently finds that around 6-20% of children with autism show hyperlexia, with most studies converging near 9-12%. This makes hyperlexia relatively common within the autism spectrum, though it remains rare in the general population.

Research Finding: Studies estimate that 6-20% of autistic children demonstrate hyperlexic traits, making early precocious reading ability a notable pattern within autism spectrum disorder.

The relationship between hyperlexia, giftedness, and autism creates several possible profiles:

Hyperlexic and autistic and gifted: Some children show the full combination—exceptional decoding, autism diagnosis, and high overall intelligence. These twice-exceptional children need both enrichment and targeted support.

Autistic and hyperlexic but not globally gifted: Many hyperlexic autistic children have average or uneven cognitive profiles rather than uniformly high IQ. Their reading is a specific strength within a broader pattern of autism-related challenges.

Gifted and hyperlexic without autism: Some children are early readers with initially poor comprehension who also have high intelligence, but they do not meet criteria for autism spectrum disorder. Their comprehension often catches up relatively quickly.

Simple early readers (Type I): A smaller group are neurotypical children who read early and blend into the typical range as their peers catch up. Their early reading was a developmental difference, not a lasting exceptionality.

Common autistic traits that may appear in hyperlexic gifted kids include sensory sensitivities (to noise, textures, lights, or clothing tags), rigidity around routines and rules, intense special interests (knowing all world flags, memorizing the periodic table by age 5, becoming expert on dinosaur species), and differences in social communication such as difficulty reading facial expressions or understanding unspoken social rules.

One important consideration: giftedness can sometimes “mask” autism in early school years. Teachers see a child reading fluently and performing well academically, which may overshadow difficulties with speaking skills, pragmatic language, or peer relationships. These communication challenges may not become apparent until social demands increase in later elementary school.

If your child shows both hyperlexia and social or communication concerns, consider seeking a comprehensive neuropsychological or developmental evaluation rather than just IQ testing. This approach assesses multiple domains—decoding words, reading comprehension, receptive language, expressive language, social communication, adaptive behavior, and sensory processing—to paint a complete picture.

Strengths of Hyperlexic and Gifted Children

Children with hyperlexia and giftedness bring remarkable cognitive strengths that often go underappreciated when the focus remains on challenges.

Exceptional memory stands out immediately. Hyperlexic children often demonstrate incredible memory for facts, sequences, dates, song lyrics, or visual details. They may memorize entire books verbatim, recall conversations from years earlier, or know the birthdays of everyone they’ve ever met. This rote learning capacity, while sometimes dismissed as “just memorization,” reflects genuine cognitive processing power.

Pattern recognition extends across multiple domains. Many hyperlexic kids intuitively spot number patterns, prime numbers, or mathematical relationships. Others recognize pitch and rhythm in music, grammatical rules across languages, or visual patterns in maps and diagrams. A young child might notice that “-tion” always sounds the same regardless of the word—an observation that takes typical students years of explicit instruction to grasp.

Hyper-focus on interests allows these children to develop remarkable expertise at an early age. A 4-year-old might become an expert on the solar system, memorizing orbital periods, planet compositions, and moon names. Another might learn the locations of every country on a world map, their capitals, flags, and populations. Such children may teach themselves foreign alphabets (Cyrillic, Greek, Japanese hiragana) simply because the symbols fascinate them.

These strengths often translate into later achievements. The child who memorized train schedules at age 3 may become a transportation engineer or data analyst. The one who loved letters and language patterns may pursue linguistics, translation, or computational language processing. The child fascinated by numbers may excel in mathematics, physics, or computer science.

Recognizing these strengths early helps parents and teachers channel them productively. Rather than viewing intense interests as problems to correct, families can use them as bridges to broader learning, enrichment programs, competitions, and meaningful projects that build confidence and capability.

Challenges: Comprehension, Social Skills, and Emotional Regulation

The asynchronous development many hyperlexic children show creates significant daily challenges that require understanding and support.

Reading comprehension gaps are often the most confusing for adults. A child may decode chapter books at age 5 while struggling to summarize the main idea or infer how characters feel. Teachers who see fluent reading may assume full understanding, assigning comprehension-dependent work the child cannot complete. This mismatch between apparent ability and actual language comprehension leads to frustration for everyone.

Language pragmatics present ongoing difficulties. Hyperlexic children may struggle with sarcasm, idioms, and figurative language—interpreting “it’s raining cats and dogs” literally, for example. They often have difficulty with flexible conversation, tending to monologue about special interests rather than engaging in reciprocal exchange. Understanding implied meanings, reading between the lines, and adjusting communication based on social context can remain challenging well into adolescence.

Social skills may develop unevenly. Many children with hyperlexia prefer adults to peers, find group work overwhelming, and struggle with unstructured social situations like recess or birthday parties. They may not understand the unwritten rules that other kids seem to absorb automatically—how close to stand, how to join a game, when to stop talking about their interests.

Emotional regulation challenges often intensify stress. Meltdowns may occur when the child feels misunderstood, when sensory issues become overwhelming, or when strict routines are disrupted. The combination of high intellectual awareness and immature emotional coping creates particular vulnerability—the child knows they’re struggling but cannot manage their responses.

Anxiety, perfectionism, or school refusal commonly emerge around ages 7-10. This timing correlates with academic expectations shifting from decoding to comprehension-heavy tasks and written expression. A child who excelled at early reading finds themselves suddenly struggling, which feels confusing and unfair.

Giftedness does not cancel out these struggles. In fact, awareness of being “different” from other kids can increase frustration and isolation when appropriate support isn’t provided. The assumption that a bright child should “figure it out” often delays intervention that could prevent years of difficulty.

How to Tell If Your Child Is Hyperlexic, Gifted, or Both

Distinguishing between hyperlexia, giftedness, and their combinations requires systematic observation and often professional evaluation. Here’s a practical framework for parents:

Step 1: Observe Strengths Document the age at which your child began showing interest in letters and numbers, when they started reading, and what materials they prefer. Does your young child gravitate toward calendars, maps, license plates, or novels? Do they seek out symbols, signs, and written language everywhere you go? Note specific examples with dates.

Step 2: Observe Weaknesses Pay attention to conversation patterns. Does your child engage in reciprocal dialogue, or do they monologue about special interests? How do they handle flexibility—changes in routine, unexpected events, new activities? Can they answer “why” and “how” questions about what they read, or do they prefer literal, factual questions? How do they cope with frustration?

Step 3: Consider Developmental History Review early milestones. Was there speech delay followed by rapid language acquisition? Were there sensory issues—covering ears, avoiding certain textures, sensitivity to lights? Any regression in skills? How did motor development compare to language and reading development?

Age-based examples help calibrate observations. A 2-year-old who names letters and numbers is advanced but not necessarily hyperlexic. A 3-year-old who reads store signs and product labels while struggling to answer simple questions shows the classic pattern. A 4-year-old reading storybooks independently but unable to retell the plot warrants careful evaluation.

Professionals typically involved include:

1. Developmental pediatricians or child neurologists assess overall development and can diagnose autism spectrum disorder or other developmental disorders
2. Child psychologists or neuropsychologists conduct cognitive and academic testing, measuring IQ, reading skills, and comprehension
3. Speech-language pathologists evaluate language disorder, receptive language, expressive language, and social communication
4. Occupational therapists address sensory processing, fine motor skills, and daily living skills

There is no single “hyperlexia test.” Instead, the pattern across multiple assessments tells the story. When reading scores are exceptionally high but comprehension and oral language scores are significantly lower, hyperlexia is strongly suggested. When all scores are uniformly high, giftedness without hyperlexia is more likely.

Next Steps for Parents:

1. Document observations with specific examples and dates
2. Request evaluation through your child’s pediatrician or school district
3. Ask for comprehensive assessment covering reading, comprehension, language, and social-emotional development
4. Seek specialists familiar with both giftedness and autism if concerns overlap

Supporting Hyperlexic Gifted Children at Home

Effective home support for hyperlexic children balances nurturing their reading passion with systematically building weaker skills.

Reading and comprehension strategies:

Read aloud together regularly, even when your child can decode independently. Pause frequently to ask “who/what/where/why/how” questions rather than letting them speed-read alone. Start with literal questions (“What color was the dog?”) before progressing to inferential ones (“Why do you think she felt scared?”).

Use visual aids like timelines, story maps, and comic strips to connect text to meaning. Many hyperlexic children are strong visual learners who grasp concepts better when they can see relationships spatially.

Model thinking aloud: “I wonder why the character did that… Maybe because she was worried about her friend. What do you think?” This demonstrates the comprehension processes that come automatically to many readers but need explicit teaching for hyperlexic kids.

Turn special interests into comprehension activities. If your child loves the solar system, ask them to compare planets, predict what might happen if conditions changed, or explain concepts to you. If they memorize train schedules, have them explain why certain routes exist or predict passenger patterns.

Building social and emotional skills:

Role-play common social situations using scripts, then gradually fade prompts as skills develop. Practice greeting people, asking questions, taking turns in conversation, and recognizing when others are bored.

Use social stories and comic-strip conversations to explain playground rules, turn-taking, group work, or handling disappointment. Written language often serves as an effective bridge for hyperlexic children who struggle with spoken social instruction.

Practice flexible thinking with small, planned changes to routines. Read a different book at bedtime one night a week, take a new route to school, or change the order of morning activities. Celebrate successful adaptation.

Balance and breadth:

Encourage play that builds imagination and motor skills—blocks, pretend play, art, music, outdoor activities. Reading cannot be the only activity, even for a child who prefers it.

Respect your child’s passions while gently broadening interests. Use their fascinations as bridges: a child who loves maps might explore geography through stories about children in different countries; one who loves numbers might enjoy musical patterns or cooking measurements.

Connect with other parents of hyperlexic or gifted children through local groups and online communities. Sharing strategies and reducing isolation benefits the whole family.

Educational Planning: From Preschool to High School

Standard grade-level curricula often misfit hyperlexic gifted students. Material may be too easy in decoding but too hard in comprehension and writing. Social demands may overwhelm while academic content bores. Effective educational planning addresses both sides of this equation.

Formal supports in the United States include:

Individualized Education Programs (IEPs) under IDEA (Individuals with Disabilities Education Act, first enacted 1975, updated through 2004) provide specialized instruction and services for eligible students. While hyperlexia itself is not a disability category, students may qualify under Autism, Other Health Impairment (for ADHD), Speech-Language Impairment, or Specific Learning Disability depending on their full profile.

504 Plans provide accommodations for students who need support but don’t require specialized instruction. These might include extra time on tests, reduced reading load, visual schedules, or preferential seating.

Gifted and talented programs offer acceleration or enrichment for students demonstrating exceptional ability. Options might include math acceleration in 3rd grade, subject-based grouping in middle school, or early access to advanced coursework in high school.

Specific accommodations that help hyperlexic students:

• Allow oral responses or multiple choice instead of long written essays in early grades when writing lags behind reading
• Provide graphic organizers for reading comprehension and writing assignments
• Give advance notice of schedule changes and use visual schedules or written timetables
• Pair the student with a “buddy” or structured social group to support peer interaction during unstructured times
• Break complex assignments into smaller steps with explicit instructions
• Use the child’s interests as contexts for learning (math problems about trains, reading passages about space)

Sample IEP or 504 goals for hyperlexic students might include:

Area	Sample Goal
Reading Comprehension	Student will answer inferential questions about grade-level text with 80% accuracy
Social Communication	Student will initiate and maintain a 3-turn conversation with a peer during structured activities
Flexibility	Student will adapt to schedule changes with appropriate coping strategies in 4 out of 5 opportunities
Written Expression	Student will produce a 5-sentence paragraph with main idea and supporting details

Encourage collaboration between parents and schools through regular meetings, written reports documenting both strengths and challenges, and data-driven decisions about acceleration, differentiation, or support services. Many children with hyperlexia need both enrichment (to challenge their abilities) and accommodation (to support their weaknesses)—these are not mutually exclusive.

Advocacy, Labels, and Mental Health

Parents of hyperlexic and gifted children often experience emotional complexity—celebrating remarkable abilities while worrying about autism diagnosis, anxiety, or social struggles. These feelings are valid and common.

Labels like “hyperlexic,” “gifted,” and “autistic” are tools to access support, not value judgments about your child’s worth or potential. A diagnosis opens doors to services, accommodations, and understanding. It explains differences rather than defining limitations. Many families find that having accurate language for their child’s profile reduces confusion and helps others respond appropriately.

Twice-exceptional children—those who are both gifted and have a neurodevelopmental difference like autism or ADHD—face particular mental health risks. Anxiety, depression, and perfectionism commonly emerge around ages 10-15, when social awareness increases and academic demands shift toward complex comprehension and abstract reasoning. The combination of high intellectual awareness and social-emotional challenges creates vulnerability that requires proactive attention.

Practical advocacy tips:

Keep organized records of assessments, teacher communications, and work samples showing discrepancies between different skill areas. These documents support requests for services.

Bring concrete examples to school meetings: “My child read this 5th-grade text fluently but could not retell the main events or explain why the character made that choice.”

Learn basic special education terminology and timelines in your region. In the U.S., schools must respond to written evaluation requests within specific timeframes and follow procedural guidelines.

Request specific accommodations rather than general statements. “Extended time on reading comprehension tests” is actionable; “help with reading” is not.

Connect with support networks. Local parent groups, online hyperlexia communities, and gifted associations (many founded from the 1970s onward) offer resources, validation, and practical strategies from families who understand.

Remember: advocating for your child is not being difficult. It is ensuring they receive what they need to thrive.

Future Outlook: From Hyperlexic Child to Adult

The trajectory for hyperlexic children varies significantly, but many show encouraging development over time.

Children with profiles similar to Type III often demonstrate decreasing autistic like traits and improved social skills by late elementary or middle school, around ages 9-13. Initial scripting, sensory issues, and social difficulties may lessen substantially while academic strengths remain robust. By adolescence, some of these children are indistinguishable from neurotypical peers in everyday functioning, though they may retain quirky interests or subtle social differences.

Early hyperfixation on letters and numbers frequently evolves into meaningful expertise. The child who memorized train timetables at age 3 may become a transportation engineer, logistics specialist, or urban planner. The one who taught themselves world flags and capitals may pursue geography, international relations, or cartography. Children who loved patterns in language often excel in coding, linguistics, translation, or data analysis. The intense fascination that seemed puzzling in a toddler becomes professional expertise in an adult.

Outcomes are most positive when:

• Comprehension, language therapy, and social skills support begin in preschool or early elementary school (ages 3-8)
• Schools provide both enrichment for strengths and accommodations for challenges
• Families and clinicians monitor mental health and social integration throughout adolescence
• The child’s interests are respected and channeled into productive pursuits rather than suppressed

Frequently Asked Questions (FAQ)

Q1: What is the difference between hyperlexia and giftedness?
Hyperlexia primarily involves advanced decoding and reading skills that appear very early, often before age 5, but may be accompanied by challenges in comprehension and social communication. Giftedness, on the other hand, encompasses broader cognitive strengths, including advanced reasoning, problem-solving, and comprehension abilities. While some gifted children may also be hyperlexic, the two profiles are distinct.

Q2: Can hyperlexia occur without autism spectrum disorder?
Yes. Hyperlexia can occur in neurotypical children (Type I) who read early and have typical social and communication skills. It can also appear in children with autistic-like traits that fade over time (Type III). However, hyperlexia is most commonly associated with autism spectrum disorder (Type II).

Q3: How is hyperlexia diagnosed?
Hyperlexia is not a formal diagnosis in the Diagnostic and Statistical Manual of Mental Disorders (DSM-5-TR). Diagnosis involves comprehensive evaluation by professionals such as developmental pediatricians, psychologists, speech-language pathologists, and occupational therapists, focusing on reading ability, comprehension, language skills, and social communication.

Q4: What interventions help children with hyperlexia?
Effective interventions focus on improving reading comprehension, social communication, and emotional regulation. Speech therapy and occupational therapy are often recommended to support language development and sensory processing. Visual aids, social stories, and individualized educational plans (IEPs) can also be beneficial.

Q5: Is hyperlexia a learning disability?
No, hyperlexia is not considered a learning disability. It is a characteristic marked by precocious reading ability often paired with uneven development in language comprehension and social skills.

Q6: How can parents support a hyperlexic child at home?
Parents can nurture their child's reading interests while encouraging comprehension through asking questions about stories, using visual aids, and incorporating social skills practice. Connecting with professional support and advocating for appropriate educational accommodations are also important.

Q7: What is Hyperlexia Type III?
Hyperlexia Type III refers to children who initially show autistic-like traits alongside advanced reading skills, but whose autistic-like behaviors tend to diminish significantly by late childhood, leading to improved social and communication functioning.

Q8: When should I seek professional support for my child?
If your child shows early advanced reading but struggles with comprehension, social interaction, or communication skills, it is advisable to seek evaluation and support from professionals experienced with hyperlexia, autism spectrum disorder, and related developmental conditions.

Q9: Can hyperlexia be diagnosed in an older child?
Yes, older children can be evaluated and diagnosed with hyperlexia, especially if early signs were missed. Professional assessment can help tailor interventions to their current needs.

Q10: How does hyperlexia relate to language delay?
Some children with hyperlexia may experience early language delay despite advanced reading skills. This uneven development highlights the importance of targeted language therapy to improve communication and comprehension.

Original content from the Upbility writing team. Reproducing this article, in whole or in part, without credit to the publisher is prohibited.

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