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Shared book reading (SBR) between parents and children is often regarded as a significant mediator of social inequalities in early skill development processes. We argue that socially biased gaps between parents in the awareness of the benefits of this activity for school success contribute to inequalities between children in access to this activity and in their language development. We test this hypothesis with a large-scale field experiment assessing the causal impact of an interventiondoi:10.1093/esr/jcaa036 fatcat:267uimuitbgvbadfu3xf67bbua