Abstract
This study investigated the effects of teaching mothers of low socioeconomic status (SES) to use decontextualized language during storybook reading with their preschool-age children. A multiple baseline design across behaviors and participants evaluated the effects of the intervention for five dyads. Mothers' and children's use of decontextualized language and measures of dyadic interaction during storybook reading were examined. Mothers were able to learn decontextualized language strategies, and children's use of decontextualized language covaried with mothers' use of the strategies. Changes in the content of talk during storybook reading resulted in modest increases in dyadic interaction. An implication of this study is that caregivers of low SES can be taught to use the type of language that should help prepare their children for the language demands of the classroom.
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