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Young children's emergent literacy development can be enhanced by storybook reading, discussing the books, paying attention to the print and illustrations, and by involving parents (Heath, 1983; Snow and Ninio, 1986; Mason, Peterman,Dunning, and Stewart, 1992; Keer and Mason, 1993). Often children from high risk backgrounds have limited experiences handling books, being read to, asking questions and at tending to visual stimuli found in books. Consequently, in the beginning of kindergarten many children are not reading and some do not know the letters of the alphabet. However, predictable books provide interactions with prints and pictures which can be a powerful means for enhancing the development of literacy concepts. Big books and predictable storylines allow the children to see the print and encourages them to participate in reading (Strickland, 1990).

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