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This paper examines the relationships among the quality and quantity of parent–child shared book reading (SBR) engagements and children's reading and mathematics outcomes in preschool. Additionally, we explore how child and family characteristics predict the quality and quantity of SBR. Quantity was measured using parental reports of the frequency of SBR. Quality was measured by observational protocols evaluating for questioning, vocabulary, and discussion depth. A structural equation model was estimated using data from a nationally representative sample of 700 children living in the United States from the Early Childhood Longitudinal Study—Birth cohort. Results indicated that the quality of book reading was associated with children's mathematics outcomes, and the quantity was associated with reading outcomes controlling for contextual variables. Socioeconomic status, race or ethnicity, and children's age predicted the quality and quantity of book reading experiences. These findings indicate that frequent exposure to high‐quality book reading may positively impact children's mathematics and reading development, but that variation in SBR exists. SBR is a common practice among many parents; helping parents understand the multiple benefits of the practice may further increase the frequency and quality of the engagement. Implications for research and practice are addressed. Highlights This paper describes the relationship between parental book reading practices, mathematics, and reading outcomes. Structural equation models reveal relationships between the quantity of book reading and children's reading outcomes, as well as the quality of book reading and children's mathematics outcomes. High‐quality book reading may positively impact academic achievement in multiple domains, but results may vary based on contextual factors.

The current study examines associations among parents' school readiness beliefs, home‐based involvement, and measures of school readiness using data from the Early Childhood Longitudinal Study, Kindergarten Class of 2010–2011 (N = 13,999). A structural equation model was estimated, and results show that parents' school readiness beliefs and home‐based involvement practices were positively associated with children's academic achievement and socio‐emotional competencies. In addition, parents' school readiness beliefs were positively related to their home‐based involvement practices. In other words, parents who placed more importance on school readiness engaged in more home‐based involvement practices and had children with higher levels of academic achievement and socio‐emotional competencies. Results also showed that parents' school readiness beliefs were more strongly related to academic achievement in comparison to socio‐emotional competencies. Findings also demonstrated variation in parents' school readiness beliefs and involvement by race/ethnicity and socio‐economic status. Overall, findings suggest that efforts to encourage and support parental involvement should pay attention to parents' school readiness beliefs and home‐based involvement practices. Highlights This paper describes the relationship among parents' school readiness beliefs, home‐based involvement, and children's academic achievement and socio‐emotional competencies. Structural equation modelling revealed school readiness beliefs were positively related to home‐based involvement, which in turn was positively associated with children's academic achievement and socio‐emotional competencies. Parents' school readiness beliefs are an important target for enhancing children's academic achievement and socio‐emotional competencies during the transition to kindergarten.