Measuring the quality of classroom-based interactive shared book reading within the early childhood classroom represents a specific dimension of teacher–child interactions that is of great interest to researchers. This interest reflects decades of research demonstrating the benefit of reading to young children in both the home and the classroom. The purpose of this validation study was to conduct a systematic investigation of the psychometric characteristics of a revised version of the Systematic Assessment of Book Reading (SABR-2.2), a measure that examines qualities of teacher talk through observation of classroom shared book reading. (author abstract)