["Journal of Applied Research in Intellectual Disabilities, Volume 39, Issue 3, May 2026. ", "\nABSTRACT\n\nBackground\nLanguage 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.\n\n\nMethod\nThis 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.\n\n\nResults\nResults 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.\n\n\nConclusion\nFindings inform educators, curriculum designers, and policymakers, supporting guidelines for developmentally appropriate, inclusive reading materials to enhance language and literacy outcomes.\n\n"]