Educators' Book Selection in Shared Book Reading: A Case From an Early Intervention Centre for Children With Down Syndrome

BACKGROUND: Language development in individuals with Down syndrome (DS) is often delayed, requiring targeted interventions. Shared Book Reading (SBR), an evidence-based approach, supports language and pre-literacy skills through interactive reading. For children with DS, selecting suitable books is vital due to their unique intellectual and linguistic profiles. METHOD: This study examined books used by educators during SBR with young children with DS and factors influencing selection. Using a mixed-methods design, data from 13 educators at a Malaysian early intervention centre were gathered through a survey and an open-ended question. RESULTS: Results showed a strong preference for picture storybooks, followed by sensory and wordless books among educators. Seven factors guided choices: simple language; clear visuals; developmental level; interest and engagement; format and interactivity; rhythmic and repetitive language; and conceptual simplicity. CONCLUSION: Findings inform educators, curriculum designers, and policymakers, supporting guidelines for developmentally appropriate, inclusive reading materials to enhance language and literacy outcomes.