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The present report is an overview of six studies that share a common theme: What is the contribution of shared reading to child outcomes. The first three studies are experimental in nature and show that the number of times as well as the manner in which the adult reads to the child will affect children's acquisition of comprehension and spoken vocabulary. The fourth study is an intervention with children who have poor vocabulary skills. The findings revealed that care givers can enhancedoi:10.17239/l1esll-2006.06.03.05 fatcat:j6j7werrbfb6xpbnezkdzrfwgu