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The authors quantitatively reviewed 31 (quasi) experiments ( n = 2,049 children) in which educators were trained to encourage children to be actively involved before, during, and after joint book reading. A moderate effect size was found for oral language skills, implying that both quality of book reading in classrooms and frequency are important. Although teaching print-related skills is not part of interactive reading programs, 7% of the variance in kindergarten children\u2019s alphabetic knowledge could be attributed to the intervention. The study also shows that findings with experimenters were simply not replicable in a natural classroom setting. Further research is needed to disentangle the processes that explain the effects of interactive reading on children\u2019s print knowledge and the strategies that may help transfer intervention effects from researchers to children\u2019s own teachers.<\/jats:p>","DOI":"10.3102\/0034654309332561","type":"journal-article","created":{"date-parts":[[2009,6,12]],"date-time":"2009-06-12T16:58:07Z","timestamp":1244825887000},"page":"979-1007","source":"Crossref","is-referenced-by-count":445,"title":["Interactive Book Reading in Early Education: A Tool to Stimulate Print Knowledge as Well as Oral Language"],"prefix":"10.3102","volume":"79","author":[{"given":"Suzanne E.","family":"Mol","sequence":"first","affiliation":[{"name":"Leiden University"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Adriana G.","family":"Bus","sequence":"additional","affiliation":[{"name":"Leiden University"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Maria T.","family":"de 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