Vocabulary development at age three has been found to predict reading achievement by third grade. The quality and quantity of language that children hear in their first three years contributes to their cognitive development, and the interactions children have with language in their earliest years form the foundation of their ability to be able to read and to comprehend what they read later on. When children are read stories, they encounter new words beyond the words that they would hear as families go about their “daily business” together, as they eat, get ready for bed, go to the store, for example. When parents read to children, they hear more complex and sophisticated language which become the building blocks of their literacy and language development. Researchers have found that families who share books tend to have more “extra talk” beyond the daily “business talk” that happens as families move through their day and routines together. This “extra talk” also tends to contain more affirmations, which contributes to children’s self-esteem. In a study conducted by researchers Hart and Risley, they found that the children who received exposure to more words and affirming content had larger vocabularies and more sophisticated verbal and literacy skills as measured by third grade tests.