Dialogic Reading (DR) is a highly developed and well-documented shared-reading approach designed specifically to increase adult and child verbal exchanges while promoting language development, early literacy skills, and long-term academic functioning in children with and without language delays. This article provides ideas and concrete strategies that have been effective in maximizing the relational and learning opportunities for young children with Down syndrome, during DR sessions. In addition to describing basic strategies of DR, this article describes four sets of enhancement strategies developed from astute observations of and conversations with families, collected during a recent research study comparing the effectiveness of DR and a visual-based literacy approach for young children with Down syndrome. These strategies are organized into cognitive, language-social, sensory-motor, and behavioral domains based on research of characteristics shared by many children with Down syndrome; however, it is important to consider the interconnected nature of each domain as well as specific strengths and needs when determining which supports will best meet the needs of each individual child. This practice will ensure that the strategies are applied on a regular and consistent basis, and if they are used in this manner, they will not be viewed as "extra work" by the child. (Contains 5 tables.)