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Specific reading interventions for multiples

The first step is not to let reading disability develop! This means close attention to language development and an awareness that the same influences that can affect speech and language can also affect reading. So if some speech problems are associated with impulsiveness and getting in before your twin or higher multiple, think how the same situation can arise with reading. It may sound idyllic to be sitting with your multiples, while they take turns at early reading. What can happen in reality is that:

• Either they compete to get in first with a word, often any word. This impulsiveness may be why multiples are more likely to have problems with reading reversals -"who cares if it is a 'b' or a 'd', just say it"- and with arithmetic-"why bother checking to see if the addition is right".
  
  
• Or one who has the edge may take over the reading for the other(s), who soon realise it is easier to be quiet.

So even in the very first stages of reading, it is important to be aware of the dynamics of the multiple birth situation. If turn-taking is not working, then it may be better to think of "quality rather than quantity" of reading. Spending a shorter amount of time working with each multiple individually may be better than longer with then all together. BUT this does mean someone has to look after the other(s) while one gets uninterrupted attention.

Some families find a solution is to have each parent work with a twin individually and perhaps enlist the help of other relatives or resources for higher multiples, if they are available and willing. There is a note of caution. Captured in the phrase "mother's twin, father's twin" that describes a practice that seems more common in Scandinavia than in other countries. The next quote describes what can go wrong

"When the twins were born, we thought it was great that both sets of grandparents lived not too far away. But gradually we saw one family favoured Jessica, the other Sharon and the competition started over every aspect of their development. When it got to be a race to see "whose twin" could read the alphabet first, we knew it had gone too far. It's better now the girls are at school, but we could have saved the whole family a lot of grief, if we had recognised this and put a stop to it sooner."

This leads onto the topic of reading and self-esteem relative to one's cotwin or higher multiples. Reading in primary school is a task that lends itself to comparison between multiples. It does not matter if they are in the same or different classes. If one is getting more advanced reading material that the other(s), they know and everyone knows that one seems to be a better reader. At the same time reading must not become a race. Like all children, multiples need to learn reading is for comprehension, information and enjoyment, not to have read more than your multiple brothers or sisters.

When "hearing children read" it is important to talk about the book. The cover, author, illustrations etc. and to help the children develop fluency and prediction skills. Questions to check comprehension should go beyond the literal so that the children are able to deduce meaning from text. Higher order reading skills such as skimming and scanning need to be developed later. This emphasises the difficulty of helping multiples to develop good reading skills. How do you manage this with more than one child? This is what teachers need to remember. They can suggest to parents what is the best thing to do to help their children, but they cannot wave a magic wand to help parents provide the quality of interaction for two, three or more children.

It is very easy for the one(s) who do not read as well, to become discouraged. They need to learn to appreciate it is their own reading ability and development which matters and not how it compares with that of their multiple brothers and sisters.