Yesterday was his first PTA meeting and the feedback from his teacher seemed to confirm it too. She narrated an incident when the class was being told about rocket firecracker that light Indian skies during the Diwali festival and our son was explaining to her why a rocket goes up ("it burns gunpowder"), or why it stops after a while ("the gunpowder runs out") and then why it falls back to earth ("gravity"). The rest of his class was more fascinated with the talk about firecrackers.
Her nuanced point was that our son tends to get ahead of ideas and actions by engaging in a to-and-fro conversation about the logic/explanation behind them, thus at times preventing him from enjoying or taking in the idea or action itself or talking with other kids his age.
One of her suggestions was to "explain less" and let our son figure out things on his own (easier said than done, because he's extremely inquisitive and persistent).
The larger point I'm trying to make is that high vocabulary can also act as a barrier in kids engaging with others their age. The article also hints at it, in a manner:
> Newell is proud that her daughter can spell her first and last names, recite her address and phone number, recognize and spell colors, and count to 200. She’s also frustrated that more of Alona’s peers can’t do the same.