Our new paper in Developmental Science is now available online. We find that naturally occurring parent‐child book reading interactions between 1 and 2.5 years‐of‐age predict elementary school language and literacy outcomes, controlling for the quantity of other talk parents provide their children, family socioeconomic status, and children's own early language skill. Further, we also find that parent language that occurs during book reading interactions is more sophisticated than parent language outside book reading interactions in terms of vocabulary diversity and syntactic complexity.

Demir‐Lira, Ö. E., Applebaum, L. R., Goldin‐Meadow, S., & Levine, S. C. (2018). Parents’ early book reading to children: Relation to children's later language and literacy outcomes controlling for other parent language input. Developmental Science, e12764.