Sponsor: Yuuko Tonkovich, Ph.D. Education Research shows that positive home literacy environments in early childhood can predict reading skills in later years for monolingual children. However, few studies have examined the longitudinal relations between early language and home environments and later reading skills among dual language learners (DLLs). Considering the importance of reading in academic success, more studies should explore the roles of early language and home environments. This study investigates the relationships between 42 DLLs' (30 Chinese-American, 12 Mexican-American) home literacy practices and vocabulary skills in preschool and their later reading skills in the early elementary years. Home literacy practices were collected from a parent-reported questionnaire about the frequency of storytelling, reading, and help with learning in both English and heritage language (HL). DLLs' vocabulary skills were measured using the Picture Vocabulary subtest of the Woodcock-Johnson IV. DLLs' reading skills were assessed using the Gray Oral Reading Tests. Preliminary results suggest that preschool English expressive vocabulary and HL exposure support later English reading skills. Home literacy practices in both English and HL are positively associated with later English reading proficiency. This study supports the use of both English and HL at home, leaving further implications for parents and teachers of DLLs. The Influence of Parent Pitch on Infant Vocabulary Size

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