Abstract A significant gap in emerging literacy intervention with preschoolers relates to a skill that is crucial to later reading comprehension–the ability to engage in inferencing. This article presents a theoretical rationale for fostering inferential language during book sharing with preschool children, and provides research‐based ideas for how this can be best accomplished. It is suggested that, at the preschool level, children can be supported in their ability to make inferences about stories read aloud to them by having adults ask both literal and inferential questions that, first and foremost, relate to the causal structure of stories. Additionally, questions focused on informational and evaluative inferences serve to further enhance story comprehension. A rubric for connecting such questions to the elements of story grammar is offered, and a specific example from a published preschool level storybook is provided. © 2008 Wiley Periodicals, Inc.
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