The study “Co-Reading Storybooks and Co-Writing Interventions Among Low-SES Preschool Children: Differential Contributions to Early Literacy” (2004), is was conducted to measure and compare the effectiveness of joint book reading. Book reading program with the effectiveness of a joint writing program in children from low socioeconomic backgrounds. The two programs were implemented to target storybook reading skills and spelling skills, respectively. In the article, the benefits of reading storybooks are described as encouraging the child to acquire general knowledge from reading, developing the ability to generalize his findings from reading, and learning the art and correct habits of writing . Results indicated that children in both programs performed significantly better in spelling skills than the control group; however, children in the joint writing program performed significantly better than children in the joint reading program on measures of letter awareness, spelling and letter knowledge, word writing, and phonological awareness. The authors indicate that a joint writing program, based on its benefits on children from low socioeconomic backgrounds, should be implemented in addition to a joint reading program to promote literacy in children. Because this study used well-designed, randomized control trials, it contains level II evidence. In a study conducted by Hargrave and Senechal (2000), the results of storybook reading on vocabulary acquisition for 36 preschool children aged 3 to 5 years who had poor expressive vocabulary skills and were approximately 13 months behind their chronological age. The researchers sought to determine whether the benefits of reading storybooks would be greater when children... center of paper......ty. Parents can also observe differences in the child's behavior when playing versus reading storybooks to determine strategies that are beneficial to the child. This study also suggests that parents should target their child's skills in contexts other than reading, such as in play or during daily activities. Finally, the authors of this study explain that speech-language pathologists should observe parents' interactions with their children to identify strategies used in parent-child interactions, in order to implement those same strategies in the clinical context. In conclusion, the authors of this study explain that storybook reading, when conducted correctly, is an effective intervention approach for children learning language. This study has level V evidence because it provides evidence from a systematic analysis of several descriptive and qualitative studies.