This research describes language and literacy practices mothers provide for their preschool aged children based on the mother's educational level. Six mothers were observed as they engaged in shared storybook reading with their preschool aged children. The mothers were then interviewed about their language and literacy practices and perceptions. Data from the observations and interviews were analyzed for patterns in abstract language use, interactive reading behaviors, and language and literacy practices and perceptions.

The study showed that the mothers with a college degree used more, higher level abstract language and used more literacy practices than the mothers without a high school diploma. In addition, the college educated mothers exhibited more interactive reading behaviors that enhanced the children's attention to the text, promoted interactive reading, supported the child's comprehension, and provided literacy strategies. However, there were differences between the two mothers with a high school diploma in regards to the amount and type of language use, interactive reading behaviors displayed, and literacy practices reported, making it difficult to draw conclusions. The results indicate that educating all parents of preschool aged children, particularly those with a low educational level, about abstract language development and emergent literacy may be beneficial. In particular, parents can be educated about the levels of abstract language and how to use them appropriately, how to promote positive interactive reading behaviors, and how to provide quality literacy activities for their children.