This report presents findings from a systematic review of international reviews and meta-analyses, as well as Chinese empirical studies, on parent-child reading. Existing systematic reviews and meta-analyses published in English largely concern Western contexts -- especially the US and the UK -- yet few studies have reviewed articles in global south contexts including China. There is also no systematic review of Chinese empirical studies on parent-child reading published in either Chinese or English. Based on research evidence from the two groups of literature, this report aims to inform the effects of parent-child reading on young children's (0-6 years old) emergent literacy skills, the factors that enhance or constrain parent-child reading, and the characteristics of effective parent-child reading interventions. The authors conducted systematic searches of peer-reviewed literature databases in both English and China and identified 1,702 articles. After excluding non-relevant or low-quality articles, sixteen international reviews/meta-analyses and 16 Chinese empirical studies were selected for full and in-depth analysis (32 articles in total). Using thematic analysis, key themes that respond to the three research questions are identified. Regarding the effects of parent-child reading on young children's emergent literacy skills, there is strong evidence from international literature that parent-child reading has positive effects on young children's oral language skills, including expressive and receptive language abilities, listening comprehension, and vocabulary. Those positive effects are applicable to the Chinese language context and are relevant for the development of oral language skills among Chinese children aged 0-6 years old. Based on the findings, the report makes recommendations to parents, practitioners, policy makers, and researchers, as well as recommendations for future research. [This report was prepared by the UCL Institute of Education's Centre for Teacher and Early Years Education.]