The purpose of this study was to examine the effects of dialogic reading on 5-year old disadvantaged children. The participants were from one public kindergarten in southern Taiwan. They participated in an 8-week small group dialogic reading program, with a frequency of four times per week, 30-minute per session. First, the results of the study show that the participants' vocabularies and expressions were significantly improved by the eight-week dialogic reading intervention. Second, dialogic reading skills can provide opportunities for the participants to develop abilities in semantics, grammar, and pragmatics. Third, in the process of dialogic reading, the participants demonstrated their abilities in describing the relationship between the cause and effect of stories and participating in problem solving discussions.