This review of literature shows that how often a child is read to is related to subsequent gains in vocabulary. Not only do adults differ in the frequency with which they read to children (quantity), they also vary in reading style (quality). Several studies have proposed that the cognitive demand level of questions children are asked may be important. Different reading styles may differentially affect children's vocabulary learning. Children's characteristics, such as initial vocabulary knowledge, socioeconomic status (SES), and age, may influence how much vocabulary they learn during shared storybook reading. Clearly, the extent to which children's characteristics, such as vocabulary size and SES, interact with storybook reading style is an area for future research to consider.