The present study aimed to investigate whether the different styles of interaction during shared reading between parents and children influenced the development of the precursors of literacy or emerging literacy (phonological awareness, knowledge of letters, and vocabulary). In this way, a diary was kept regarding the description and duration of daily home literacy activities, and the shared reading profile was reported by parents and guardians. The study was carried out with children aged 4 and 5 years, who attended the final year of preschool in 4 private schools in the city of Niterói. In total, 43 families participated in the study. Phonological awareness, knowledge of letters, and vocabulary tests were applied with the children. For data analysis, Student’s t test was performed to analyze possible differences in test performances according to the reading style adopted by the family. In summary, the results demonstrated the shared reading style that expands children’s vocabulary promoted significant improvements in the scores in the phonological awareness and vocabulary tests compared to the other styles. It was concluded that the results obtained contribute to emphasize the importance of reading and can guide families and pedagogical practices to obtain better results.