A study examined the effects of adult-interactive behaviors during repeated storybook readings upon the language development and selected prereading skills of prekindergarten at-risk students. A total of 53 inner city, low socioeconomic status subjects participated in the 20-week study. Subjects were dichotomized at the median on a measure of development level into average- and delayed-development level groups and were then randomly assigned from each of the two development strata to two experimental groups and to one control group. The subjects in experimental group 1 were exposed to adult-interactive behaviors during repeated readings of "big book" storybooks. Subjects in experimental group 2 were exposed to repeated "big book" storybook readings without adult interaction. Control group subjects participated in the regular prekindergarten activities. Results indicated that the subjects in both experimental groups scored significantly higher on the language development tests than the control group subjects, but there was no difference between the two experimental groups. Results further indicated that average-development level subjects also obtained significantly higher scores on both the language development and prereading skills instruments than delayed-development level subjects. (Seventeen references, the story reading model, and the protocols for the second and third storybook reading, and for the repeated storybook reading without adult interaction are attached.) (Author/RS)