Summer 2014 • Children and Libraries 9O ver a decade ago, the Every Child Ready to Read @ your library initiative designated six early literacy skills as cornerstones of early childhood programming. It wasn't long before librarians began to write about how to incorporate the six skills into storytimes-mainstays of early childhood programming at libraries-giving such formats names like literacy-based storytimes, early literacy storytimes, and early literacy-enhanced storytimes. 1In 2011, the Public Library Association and the Association for Library Service to Children released the second edition of Every Child Ready to Read @ your library, which collapsed the six skills into five, wrapping them inside five practices intended to effectively and naturally teach the skills. The five practices, grounded in high-quality oral language development in children, include talking, singing, reading, writing, and playing. Once again, resources have emerged discussing how to conduct storytimes using the new framework. 2There are distinct similarities and differences between the first and second editions, but both are underpinned by a fundamental assumption that incorporating the skills into early childhood library programming produces two important benefits: children will be helped in early literacy development and parents and caregivers will be educated about it.Our study tested the second assumption, specifically the impact on parents and caregivers when incorporating the first edition skills into storytimes. Some might think that using the six skills instead of the newer five skills/five practices model invalidates the importance of our study, but we don't think so. Our study represents first efforts at establishing a research base for such storytime formats. Apart from books and articles discussing the importance of including skills or practices in storytimes and publications describing how to conduct such storytimes, we found no research exploring whether or not the previously mentioned assumptions are valid. 3 We recommend that future research replicate our study using the second edition model to ensure that a dynamic and growing body of work emerges exploring the key assumptions. Because we did not explore impacts on children's early literacy, future research is also needed in that important area.There are many ways to include early literacy skills in storytimes. We did this through the inclusion of systematic adult asides (a tip on early literacy directed at parents). Lasting thirty to ninety seconds, an adult aside addresses an aspect of early literacy skills and may include a supportive activity. We called our format "enhanced storytimes," and three hypotheses underpinned our study. As a consequence of systematically incorporating adult