The study examined the efficacy of an intervention designed to promote self concept, representation of self and autobiographical memory among preschoolers during shared reading within a sample of 22 families from the low-SES background. The intervention is based on PRO approach and Bruner (1986) model to consider both aspects of stories content and parent's manner of reading. Mothers in the intervention group were given four books, one new book weekly, and were instructed to read each book four times per week to their children using the four-reading model. Parents in the control group were given no further guidance. The results indicated that shared story reading significantly increased the positive representations and specification of autobiographical memory in the intervention group. The findings suggested that using shared story reading could be effective in improving the representation of self and specification of autobiographical memory in preschoolers.