This document describes a study of a home-based language stimulation program for disadvantaged children. The project sought to train parents to act as the primary change agents during a period of expected rapid developmental progress in their children's language skills. The subjects were 73 two- to five-year-old children and their parents, primarily from low-income, predominantly African American, single-parent families. Data were collected on parental educational background, beliefs, and practices. These variables served as predictors of the children's baseline language ability. Results indicate that the quality and frequency of home reading interactions were related to maternal education, literacy interest and skill, and beliefs about reading aloud. For the intervention portion of the project, subjects were randomly assigned to one of three groups. A training group received instruction and feedback in language stimulation techniques to use at home during a daily picture-book reading routine. Members in a reading group read to their children on a regular basis, but did not receive any instruction. A control group received the same pre- and post-test assessment batteries as did the other groups, without being asked to read aloud at home. Results indicate that expected changes occurred in parent-child reading interactions in the parent training group. Included are seven tables; two appendixes, one containing a list of manuscripts, presentations, and work in progress, and the other consisting of parent training lesson outlines. A list of 88 references is also included. (JB)