There has been a significant increase in the use of electronic technology for educational purposes for young children; however, there is very little research on the impact this has on children's development, specifically on children's emergent literacy skills. The goal of the present study is to begin this exploration by comparing the effect e-books have on preschool-aged children's early literacy skills when compared to traditional books. The study will compare 3 conditions, (1) adult-led e-book reading experience, (2) adult-led traditional book reading experience, and (3) child led e-book experience on children's engagement, communicative initiations, comprehension, and preference during the reading sessions. The proposed study will also investigate the mediating effect that demographic characteristics (gender, age, and SES) might have in this process. The study will be implemented at two sites with a total of 64 children ages 3 and 4.