The AAP and AAFP recommend that parents initiate “shared” reading with their babies during early infancy and discourage screen time. Relatively few studies have explored parental attitudes, behaviors and barriers related to shared reading and screen time at this formative age, particularly in the context of socioeconomic disadvantage. SHARE/STEP is novel approach involving evidence-based practices intended to enhance interactivity and enjoyment of shared reading with infants. It was introduced as an intervention to mothers of infants during routine well-visits between newborn and 2-months old using a specially designed children’s book and animated educational video. Demographic, home reading and media use surveys were also administered. A total of 148 mother child dyads were enrolled (72 intervention, 76 control), the majority of Black race and low-income background (74% below poverty threshold). Follow-up surveys were administered at a 6-month well-visit. A substantial percentage (38%) reported receiving no advice related to reading or media at both visits. A majority of mothers (55%) reported reading to their baby in utero, which was associated with more favorable attitudes and time spent reading at baseline and 6-months. Almost all endorsed the importance of reading and had started reading to their baby at baseline. Frequency of reading was moderate (median 3-4 days/week) at both visits. Learning and brain development were the main motivators and “too busy” the main barrier. Almost all babies were exposed to screens (mostly television) at both ages, with “educational” content the main motivator. A majority (60%) reported their baby’s media use under 1 hour/ day, with 16% over 3 hours/day. Higher media use was negatively correlated with reading attitudes and behaviors. Mothers were universally receptive to the SHARE/STEP approach, with greater use associated with enhanced home reading routines, comfort and interactivity, and lower media use, especially mothers with a family history of reading difficulties. Altogether, findings suggest opportunities for structured reading guidance during early infancy or even prenatally, where family practitioners may be ideally poised.