Abstract: 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
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