**1. Introduction**

Reading is the cognitive process of decoding words and obtaining meaning from text [1]. Functional reading skills expand opportunities for learning and participation in educational and social activities at home, in school, at work and in society [2,3], substantially impacting individuals' lives. Due to their reduced cognitive capacity, children with Down syndrome often experience reading difficulties [4]. In recent decades, however, reading skills and other academic achievements have improved among children with Down syndrome [5]. These improvements could be due to the higher educational goals being set for them and their increased inclusion in mainstream education, where literacy is a key area of the curriculum [5–7]. However, the proportion who successfully develop reading skills in their early school years is unknown, and which early cognitive skills promote early reading success is unclear.

Understanding the development of functional reading skills in children with Down syndrome in the lead-up to entering primary school is crucial for planning early educational interventions. Therefore, this study aims to investigate the occurrence of reading skills in children with Down syndrome and to provide insight into early abilities prior to reading onset and formal education, as these abilities may differ between young readers and non-readers with Down syndrome.
