Considering language impairments are the most common childhood disability (Law, Parkinson, & Tamhe, 2000), and within this population may be found a large group who present with disordered speech and language (Shriberg & Kwiatowski, 1994; Tyler & Watterson, 1991), there is a need for intervention approaches that effectively and efficiently address speech and language simultaneously. Repeated storybook reading in conjunction with scaffolding techniques has been found to successfully address language impairment in children. Camarata (1993) suggested that naturalistic conversational training, such as RSR, is not only an effective method to train speech sound production, but that the correct production generalized to conversational speech outside of the training context. The purpose of this study was to investigate an intervention approach for preschool children with speech and language impairment using a multiple-baseline across participants design. The intervention approach used cloze procedures, cloze procedures with expansion, modeling, and contrast words during repeated storybook reading. Data collected over a baseline phase, treatment phase and post-treatment phase provided evidence that change in speech sound production occurred following the initiation of treatment. Changes in phonological error patterns were observed in two of the participants. Associations between intervention approach and outcome measures were identified.