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This meta-analysis investigates to what extent interactive storybook reading stimulates two pillars of learning to read: vocabulary and print knowledge. The authors addressed three research questions. The authors quantitatively reviewed 31 (quasi) experiments 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.