Related Experiment Video
Updated: May 23, 2026

Universal Screening for Prevention of Reading, Writing, and Math Disabilities in Spanish
Published on: July 18, 2020
Educators' Book Selection in Shared Book Reading: A Case From an Early Intervention Centre for Children With Down
Hooi San Phoon1, Hui Min Low1, Jia Chuan Lim2
1Universiti Sains Malaysia, Penang, Malaysia.
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.
Related Concept Videos
Learning Disabilities
Dyslexia
Dyslexia is a...
Intellectual Disability
Social Facilitation
Community Based Intervention
Foundations of Community Mental Health Programs
Central to the success of community-based interventions is the...
Introduction to Developmental Psychology

