Three mother-child dyads participated in a study evaluating the efficacy of storybook reading for facilitating mother-child interactions. The children with language impairment (LI), ages 38 to 41 months, and their mothers completed 15 study sessions. Mothers were taught to use a complete reading cycle (CRC) consisting of (a) attentional vocative, (b) query, (c) response, and (d) feedback. Measurable changes occurred in the mothers' number of CRCs, percentage of turns taken, and match in mother-child mean length of utterance (MLU). Measurable child increases occurred for frequency of verbal turns, MLU, and semantic level of storybook response. Results showed that CRC training produced changes in mothers' storybook interactions with reciprocal increases in their children's communicative performance.
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