The effect dialogic reading training has on the verbal interactions of family members and their "at risk" preschool children was studied. There were significant differences at the time of the post-test between family members who received dialogic reading training and the group that participated in the preschool's traditional family time. Family members who received training in dialogic reading utilized questioning, yes/no questions, labeled pictures, provided feedback, and expanded on their children's ideas significantly more often. Family members who participated in the dialogic reading training also had significantly more verbal interactions with their children and their children shared in the reading experience significantly more than the traditional family time group. (Contains 5 tables.)