Children classified as hyperlexic learn to read words spontaneously before age five, are impaired in both reading and listening comprehension, and exhibit word recognition skills above their linguistic and cognitive abilities. Despite their strong word recognition skills, previous studies have shown that the phonemic awareness skills of hyperlexic children are low and not commensurate with their word reading skill, in part because of their limited comprehension of phonemic awareness tasks. Heretofore, a very limited number of studies have investigated directly the orthographic processing, syntactic processing, and working memory skills of children with hyperlexia. In the present study, measures of orthographic processing, syntactic processing, and working memory skill were administered to three hyperlexic children and three normally achieving readers; in addition, measures of phonemic awareness, academic achievement, and cognitive ability were also administered. Results showed that the hyperlexic children performed above expectations on the orthographic processing measures based on their cognitive and linguistic abilities. The children with hyperlexia did not exhibit orthographic skills that were superior to the normally achieving readers, although ceiling effects on the orthographic tasks may not have allowed them to demonstrate this skill. The three children with hyperlexia achieved lower scores than the normally achieving readers on the syntactic processing measures and had great difficulty on the phonemic awareness measures. Only one of the three hyperlexic children performed at a level consistent with that of normally achieving readers on the working memory measures. Findings suggest the hyperlexic children had levels of orthographic processing similar to that of normally achieving readers, read words using strategies similar to those of normal readers, and had phonemic awareness skill that appears to be adequate for word analysis but could not be demonstrated on traditional phonemic awareness measures.