Reading and writing for individuals with Down syndrome : an overview

Introduction
The importance of reading
The experience of reading
Summary|Learning to read
Logographic reading
Alphabetic reading
Language knowledge
Summary|Reading and literacy development for individuals with Down syndrome
Reading research is in its infancy
Levels of achievement
The effects of an early start
Summary|Implications for teaching strategies
Teaching approaches|In summary|References

"Reading progress and being involved in supported reading and writing influences speech, language and memory skills for all children, including those with Down syndrome. Children with Down syndrome educated in mainstream inclusive classrooms achieve higher levels of literacy than those of similar ability educated in special schools... Children introduced to literacy as a language teaching activity in preschool years reach the highest levels of achievement, but individuals may make significant progress at any age into early adulthood, and many late starters do achieve functional levels of literacy. Reading should be taught and pupils involved in the daily use of literacy throughout teenage and adult years, particularly for those individuals who may not have made progress earlier." - SUMMARY