Acceso usuarios
[1]
;
Grech, Helen
[1]
Malta
Aims and objectives: This study investigates the biliteracy capabilities of individuals with Down Syndrome (DS) in the Maltese-English bilingual context. The primary objective is to assess how Maltese biliterate participants with DS perform on Word and Nonword reading tasks and to identify potential differences between the two languages. Additionally, the research aims to determine how factors such as Phonological Awareness, Visual Perceptual Processing Skills, Receptive Vocabulary, and Fluid Intelligence influence their reading proficiency. Method and Analysis: The study follows a quantitative approach, involving 16 participants with DS who were assessed using language-dependent tools in both Maltese and English. Data were analysed using paired-samples t-tests, Wilcoxon signed-rank tests, correlation analysis and multiple regression analysis to examine cross-linguistic reading outcomes and the impact of various predictors on word and nonword reading. Findings: Findings indicate that participants demonstrated stronger word reading skills in English than in Maltese, despite the latter having a more transparent orthography. However, nonword reading performance was similar across both languages, suggesting that orthographic differences did not influence decoding unfamiliar words. Regression analysis identified Phonological Awareness in Maltese as a significant predictor of English nonword reading, highlighting a possible cross-language transfer of reading skills. Originality: The originality of this research lies in its exploration of biliteracy in Down Syndrome in a context characterised by bilingualism without diglossia, with significant implications for literacy intervention practices. Implications: The findings advocate for the adoption of comprehensive, bilingual reading strategies that account for the linguistic characteristics of each language, as well as the cognitive and linguistic profiles of individuals with DS. This research highlights the need for policymakers and educators to promote biliteracy training in contexts where dual language exposure is the norm, ensuring equitable literacy outcomes for individuals with learning disabilities.
