If I may make one suggestion, however, your example of parents reading to children improving literacy implies a causal relationship which is actually, funnily enough, not really proven. Schools teaching reading by “whole word” methods rather than phonics like to use this statement to justify their failure to teach 20% of children to read properly, and I am personally acquainted with parents who have been very distressed by it (having read to their children assiduously). It is actually quite possible that the link could be due to genetic factors passed on from parent to offspring – - the ability to learn to read easily leading to a greater enthusiasm for reading (and thus reading to one’s children) , and/or a personality-based greater interest and satisfaction in reading than some others might have, perhaps relating to the notion of different learning styles. This is of course a common failing in social science research – attributing causality where only correlation can be proven to exist.