"I love it…I love that story": The perspectives of children with Down syndrome and their mothers on reading experiences at home.
Let the child with Down syndrome lead the book choice and pace; comfort creates the learning moment.
01Research in Context
What this study did
The study asked the children with Down syndrome and their moms how they feel about reading at home.
They used short chats, pictures, and home visits to collect real words and moments, not test scores.
Kids were 5-13 years old and lived in the United Kingdom.
What they found
Moms said they keep reading cozy: soft chairs, favorite snacks, stop-any-time rules.
Kids named exact books they love and used big smiles, hugs, or "read it again" to show joy.
Both sides agreed the best plan is child-picks, mom-follows, no pressure.
How this fits with other research
[citation removed] watched moms and kids with Down syndrome play on the floor. They saw the same mom-follows-child style boost exploratory play.
[citation removed] counted that quick, warm mom replies raised attention in toddlers with severe delays. Katie’s moms used the same move during page turns.
[citation removed] surveyed autism families and found more home barriers and less joy. Katie’s Down syndrome pairs looked happier, but the studies ask different questions so the gap may be real or just not captured yet.
Why it matters
You can tell parents to treat reading like playtime: let the child hold the book, skip pages, or read the same story five times. Comfort beats correction. Try asking "Which book feels cozy tonight?" instead of "Which level should we practice?" A relaxed couch session now may build longer reading lives later.
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02At a glance
03Original abstract
PURPOSE: Home literacy practices play an important role in shaping the reading development of children with Down syndrome. However, the majority of research to date has been quantitative in nature, and very little has included children's own perspectives and experiences. This study aimed to provide new research insights into the home literacy practices and reading experiences of children with Down syndrome, from the perspective of the children and their parents. METHODS: There were 19 participants from ten families: ten mothers participated in semi-structured interviews, exploring their views of their child's reading experiences and how they supported their child's reading development; nine children with Down syndrome (aged 5-13 years) participated in a 'book tour' and conversation about reading. Reflexive thematic analysis was used to develop themes from the mothers' data, and children's data were categorised. RESULTS: Mothers and children both described a diversity of reading experiences within the home. Mothers also highlighted: reading as a source of comfort and connection; the need for flexible and child-led reading routines and strategies which respond to the individual child and their developmental stage; and the complexities of navigating book choice and format. Children also shared clear and positive views about particular books and about being read to by family members. CONCLUSION: While some home-based reading practices and experiences share parallels with neurotypical children, many related more specifically to Down syndrome, and highlight the importance of syndrome-specific explorations of reading which focus on understanding both socio-affective and cognitive aspects of reading development and experience.
Research in developmental disabilities, 2025 · doi:10.1016/j.ridd.2025.105129