Clinical Question: Would young children demonstrate improvements in inferential question-answering after interactive book-reading intervention that targeted inferential questions in comparison to a similar intervention that targeted overall language ability? Method: Systematic Review. Study Sources: ERIC, Academic Search Complete, ASHAWire. Search Terms: inferential questions OR inferences OR inferential language AND intervention OR instruction OR treatment OR language impairment. Number of Included Studies: 3. Primary Results: Children who participated in interactive reading interventions that targeted inferential language, including inferential question-answering, demonstrated improvements in literal and inferential language. No direct comparisons of interventions to target inferential language and interventions to target overall language were available. Conclusions: Although there is substantial evidence to support interactive book-reading as an effective strategy for language learning in young children, few studies have examined teaching inferential language in this context. The small number of studies available suggests that strategies such as prompting for responses to questions, modeling appropriate responses, and including "think aloud" explanations of responses may be appropriate for teaching inferential question-answering in young children. There is a need for additional research to identify the best approaches to teach inferential language, including answering inferential questions about stories, to young children.