The purpose of this study is to explore whether storybooks designed to elicit talk about letters and sounds, termed "alphabet-storybooks" will generate more print referencing behaviors from Head Start teachers than traditional storybooks, and if there is a concomitant positive impact on the learning of the children in these classrooms. In addition, the meaning reference behaviors of adults and impact on children also will be measured to determine if meaning is sacrificed at the expense of print referencing. Four Head Start teachers interactively read either an alphabet storybook or an emergent reading book during daily 15-25 minute sessions. The teachers read the same book for five weekly sessions resulting in six books read over six weeks. During each reading the teacher read and emphasized vocabulary, plot related discussion, phonemic awareness, and print referencing. Results indicated that Head Start teachers did change their book reading interactions following four training sessions in all categories of behaviors measured, as demonstrated by significant main effects for time for both meaning and form. Similarly, children did improve across time in both book reading conditions as demonstrated by significant main effects for time for measures of vocabulary, print concepts, and phonemic awareness. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]