Debunking Myths: Reading Development in Children with Down Syndrome

There is a considerable and growing body of research investigating reading development in children with Down syndrome. However, there appears to be a common gap between the research evidence and instructional practices. It has been argued that teachers have insufficient information to enable them to implement effective literacy instruction with children with Down syndrome. This has important implications for teacher education. The current paper draws on past and current research evidence to consider five common misunderstandings or ‘myths’ that exist in regards to reading development in children with Down syndrome regarding (1) receptive and expressive language, (2) phonological awareness and phonic decoding, (3) ‘reading readiness’ or (non)linear development, (4) optimal learning age and, (5) reading comprehension. A case example is presented and implications for teaching practice are explored “I want her to be a reader. Not just for bus timetables [or] stop signs, but a real reader, like to really love reading books for fun and to learn.” The mother of a 5-year-old girl who has Down syndrome shared this vision of her daughter as a reader at the commencement of a recent early intervention research study that I conducted. This mother, like so many family members, is eager to support her daughter in learning to read and wants to engage in early literacy experiences with her to support this. As a mother of a child with Down syndrome, she is also aware of the possible additional benefit of learning to read for her daughter’s speech and language development (Buckley & JohnsonGlenberg, 2008; Laws, Buckley, Bird, MacDonald & Broadley, 1995). While in the past children with Down syndrome were mistakenly viewed as ‘ineducable’ (Cologon, 2012a; Smith, 2011), a considerable and growing body of evidence means that we now know that this mother’s vision for her daughter is realistic (Cologon, 2012a; Buckley & JohnsonGlenberg, 2008; Kliewer, 2008) – as well as exciting in regards to the possibilities of reading for participation, learning and joy. Sadly though, there are many misunderstandings regarding reading development in children with Down syndrome and, consequently, opportunities to learn to read are often unnecessarily limited (Cologon, 2012a; Kliewer, 2008). It has been argued that teachers have insufficient information to enable them to implement effective literacy instruction with children with Down syndrome (Al Otaiba & Hosp, 2004). As Johnston (2010, p.603) notes, “ensuring optimal instruction implies, first, focusing attention on teacher expertise”. I have worked with many children with Down syndrome and their families and peers – both as a practitioner and as a researcher. I have also collaborated with many teachers and other preschool and school staff who are committed to supporting all of their students, including those with Down syndrome, in learning to read. Consistent with the comments of Al Otaiba and Hosp, (2004) many of these colleagues, along with many family members, have expressed concern about the lack of information and the frequently incorrect and sometimes conflicting information presented to them and the Australian Journal of Teacher Education Vol 38, 3, March 2013 131 difficulties that this poses for effective teaching. As a teacher educator, these concerns require urgent attention. In recent research with 188 pre-service early childhood teachers in New South Wales, Australia, lack of knowledge, information and confidence were key concerns of the teachers in preparing to teach young children who experience disability (Cologon, 2012b; Cologon, in preparation). “I am not confident in teaching children with disabilities at this point in time. Therefore a fear is that I will have a child with a disability in my class but won't be able to cope. I hope that I can learn more and become more confident in educating children with disabilities...I need clear research based information to support my ongoing learning.” “I am worried that I don't know enough to work with a child or children with disabilities, I am afraid that I might do something wrong and harm that child...that I will limit their potential