Literacy development is a process that begins in infancy and progresses throughout early childhood. Literacy often begins early, long before children receive formal school instruction in writing and reading. Literacy develops alongside language, but unlike language it is not natural or intrinsic, it is an acquired skill and must be taught (Hamilton, 2013). Emergent literacy is the term used to explain a child's knowledge of reading skills before they learn to read. Also called early literacy skills, these are the essential skills that are relevant to later literacy development. There are numerous scientific studies that provide evidence demonstrating the relationship between early skill attainment and later growth in literacy. Some have argued that literacy goes beyond simple mastery of language-related skills, and in fact encompasses a complex set of understandings, attitudes, and behaviors. Early literacy cannot simply happen overnight; it is a social process made possible by the efforts of children's parents, siblings, grandparents, friends, caregivers, and teachers. The importance of parental involvement cannot be overstated. Parents need to understand and appreciate the value of early reading habits. Shared reading experiences are one of the most important elements of children's overall educational and developmental outcomes. However, parent-child interactions in different cultures can vary greatly. Some don't feel comfortable or professional enough to teach their children. Some may not know the importance of teaching reading to their children. Others may not realize that children can benefit from books too. Other Barriers to Literacy Development Through library support… middle of paper… instruction can be easily integrated into library story times. Based on studies of preschool children, the most important elements to emphasize are alphabet knowledge, print concepts, book handling skills, phonological sensitivity, and expressive vocabulary. For programs to be effective, children's librarians can plan to share books and activities that meet one of these specific goals. The purpose of this article is to discuss research conducted specifically on the role of public library programs in emergent literacy. The article will provide a review of studies conducted on early literacy and how these inform children's librarians about literacy development. The document will include an assessment of the child's acquisition of early literacy skills. Strategies for library story times supported by research-based evidence will be suggested.