Identifying a protocol to assess literacy-related skills in Maltese children and adolescents with Down syndrome

Abstract

Acquiring the ability to read is a complex process that involves a number of skills. Recent literature confirms that many individuals with Down syndrome (DS) can acquire useful levels of reading ability which can open new opportunities. In contrast with the typically-developing (TD) population, students with DS portray an uneven pattern of development of pre-reading and reading skills. This commentary explores the aspects that need to be considered when assessing the pre-literacy and literacy abilities of students with DS in the Maltese bilingual context. Its aim is to identify the components of an assessment protocol that could be used to evaluate the literacy-related abilities of students with DS.