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The overall aim of this summary thesis is to shed light on influential factors on children’s language, reading and writing development in didactic rooms, with a particular attention to parental influences. The summary thesis comprises three studies with aims and research questions related to the overall aim. The theoretical framework includes the Bioecological model for human development and the Person-Process-Context-Time model. In study 1, extracts from retrospective life-history oriented interviews with parents (N=27) constituted the data. In study 2, qualitative interviews with parents (N=11), all mothers, were conducted. In these two studies, thematic analyses were used. Study 1 generated nine themes. These themes reflect influential factors on children’s language, reading and writing development at home, in preschool and preschool class: Child’s abilities and engagement; Genetics and parents’ abilities; More able siblings and peers; Involved parents and grandparents; Teacher competence, attitude and collaborations; Social climate in preschool and preschool class; Free play and child-initiated reading and writing activities; Toys and books; and Extra support provisions and stimulation. Study 2 generated six themes reflecting influential factors on children’s language, reading and writing development, as well as general parental support to children in school grade 1: Talk with children about school; Handle school-related problems; Have a positive attitude towards school; Guide children’s reading and writing; Coach specific training; and Collaborate with school staff about children’s reading homework. In study 3, research articles (N=106) were identified and included in a literature review. The review had nine interconnected phases and comprised a qualitative inductive content analysis. Study 3 generated 11 categories which constitute valuable reading aloud sessions at home, in preschool and school: Choose a place, book and extra material; Ensure appropriate group constellation; Support transition and create a routine; Consider when, how often and for how long; Communicate expectations and encourage engagement; Read in an appealing way and provide explanations; Include dialogues; Teach how to read; Encourage cosiness and empathy; Incorporate movement and play; and Cooperate with one another. The synthesis of the results reveals through which interactions, with which people, with which objects, in which settings and occurring situations, and during which time, children’s language, reading and writing development are being influenced. In all three studies, guiding principles set by the Swedish Research Council have been followed. Influential factors in didactic rooms at home, in preschool and school, as well as implications, limitations and suggestions for further research, are discussed. The summary thesis has relevance for parents, teachers in preschool and school, and politicians, as well as others interested in children’s language, reading and writing development.