This book examines the language abilities of persons with Down Syndrome
who are able to read. The text defends the 'delayed but not deviant
view' of linguistic abilities by examining a range of syntactic
phenomena that develop at different points for typically developing
children, and for which a similar overall pattern is found for persons
with Down Syndrome. The volume also defends the 'delayed but not deviant
view' against challenges arising from studies of the comprehension of
definite pronouns. The study fits within a picture of linguistic
abilities that is modular: skills with language do not emerge from other
cognitive functions. It is an important source of information for
readers in the departments of linguistics, speech and language therapy,
and cognitive science.