The University of Nebraska-Lincoln will address the need to better understand how early literacy practices relate to young children's learning by examining how the instructional and emotional qualities of parent-child book reading interactions relate to Early Head Start (EHS) children's cognitive and language learning. The specific aims of the study are: (a) to examine the concurrent relation between instructional and emotional quality of book reading, and child cognitive and language scores, at baseline, and to examine if instructional and emotional quality of book-reading interact as they relate to child cognitive and language scores, at baseline; (b) to examine if parents participating in EHS demonstrate changes in emotional and instructional quality of book reading over an 8-month period; and (c) to examine how initial instructional and emotional quality of book reading (at baseline) and changes in instructional and emotional quality of book reading (after 8 months of participation in EHS) relate to changes in children's cognitive and language outcomes. The study will utilize child assessment data and videotaped parent-child interactions collected from a sub-sample of a larger study. Results are expected to help inform EHS practitioners as they design and implement strategies targeted at helping parents support their children's learning through high quality book reading interactions.