The purpose of this dissertation was to examine how children's book format influences parent-child book reading engagement. The extant literature suggests that there are at least two potential mechanisms that might moderate children's engagement with and learning from books: (1) the format and features of the book itself and (2) how parents and children engage with the book. This study aimed to tease apart the separate effects of book platform and interactivity on parent-child reading engagement (i.e., behavioral, verbal, emotional). Ninety-six preschool-aged children (3-5 years) and their parent read one of four books that varied based on interactivity (interactive, noninteractive) and platform (eBook, print book). I found minimal benefits for interactive books and eBooks. These results suggest that traditional, noninteractive print books might be best suited for parent-child joint reading engagement. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]