The quality of teacher–child interaction is a principal driver of children’s development of pre–literacy skills. Yet previous findings regarding the associations between teacher-child interaction quality as measured by the Classroom Assessment Scoring System (CLASS) and children’s pre– literacy skills have been inconclusive. This study performed a systematic review and meta–analysis to examine the effects of the three CLASS domains on children’s pre–literacy skills. The systematic review aimed to provide a rich overview of the methodological approaches used in the studies and the meta–analysis offered an overall assessment of the evidence. Relevant literature was searched using 4 databases (Web of Science, PsycARTICLES, PsycINFO, and ERIC) and Google Scholar, leading to the identification of 22 articles published between 2008 and 2021 meeting the inclusion criteria. (author abstract)