Innovation in Language Learning

This study investigates the biliteracy abilities of 16 individuals with Down Syndrome (DS) within the Maltese-English bilingual context. It emphasises the varied relationships between reading sub-skills in DS, revealing distinct abilities in both languages. The primary goal is to evaluate the performance of these Maltese-English biliterate participants with DS on Word and Nonword reading tasks, identifying potential differences between the two languages. Additionally, this research examines how Phonological Awareness, Visual Perceptual Processing Skills (VPPS), Receptive Vocabulary, and Fluid Intelligence affect their reading proficiency. The analysis reveals complex interactions among these variables within the DS context. Remarkably, a significant link between receptive vocabulary and reading proficiency in the Sentence Imitation Task (SIT) offered valuable clinical insights. VPPS emerged as a key factor in English word reading but not Maltese, highlighting the importance of educators considering linguistic backgrounds and language intricacies during evaluation and intervention planning. The findings emphasise the necessity for a holistic approach to reading intervention for individuals with DS, incorporating both lexical and non-lexical reading strategies. This comprehensive approach is vital for addressing the diverse skills that bilingual DS readers exhibit in each language. Furthermore, the results strongly support promoting biliteracy training for the Maltese DS population, given the identified functional reading levels in both languages. In conclusion, this study advocates for including these elements in reading intervention planning to enhance educational outcomes for bilingual individuals with DS, recognising the critical role of linguistic and cognitive factors in their reading development.