Eight hyperlexic children participated in the study. All had language delays, displayed difficulties in integrated behaviour and interpersonal relationships, and learned to read with little or no formal instruction (usually before the age of 5 years). Tests assessing cognitive and academic functioning were administered. In general, nonverbal skills were stronger than verbal skills. Reading ability was in the grade 4 to grade 6 range as based upon Peabody Individual Achievement Test (PIAT) Reading Recognition scores. A wide variety of tests assessing phonological and lexical reading routes, as well as metalinguistic processing, were also administered. It appeared that the hyperlexic children were able to reach the lexicon via both the visual-orthographic and phonological pathways. Error analysis indicated the former was preferred. Hyperlexic children had an organized, though limited, lexicon. Imagery had a significant effect on their reading. Further, they were able to comprehend single words and sentences, but not paragraphs. As only 3 of the 8 children seemed to have metalinguistic awareness, it becomes problematic whether the ‘cognitive unconscious’ is necessary for reading. Also, while the hyperlexic children might have acute visual registration mechanisms for written language, they have abstracted grapheme-phoneme transformation rules as indicated by their ability to read pseudowords.