This meta-analysis examines the impact of shared book-reading interventions on the social and emotional competence of children aged 0–8. It also explores potential moderators, including participant characteristics (e.g., age), intervention characteristics (e.g., frequency of the reading sessions), and study design characteristics (e.g., passive versus active control groups) on this impact. A total of 8046 studies underwent title and abstract screening, with 17 meeting all inclusion criteria and being included in the final analysis. The results indicate that shared book-reading interventions have a significant positive effect on children’s overall social–emotional competence, benefiting all domains—social and emotional skills, attitudes toward self and others, positive social behaviors, and conduct problems—equally, without favoring any specific domain. Among the moderators examined, the frequency of interventions was the only significant factor, with two to four readings per week demonstrating the best efficacy. Other moderators, such as age and the duration of the intervention, also revealed notable trends. The implications of these findings are discussed at the end of the chapter.