This paper reports on research examining how library staff in ten Ontario library preschool literacy programs support the early literacy and school readiness of threeand four-year-old children as well as their parents' and caregivers' literacy interactions with their children. The multiple data sources of the research include surveys of 82 parents/caregivers, observations of 65 of the 198 children at the sessions we visited, and interviews with ten library staff. Observations were analyzed for evidence of school readiness and early literacy skills that have been shown to be reliably and significantly correlated with future reading success: the children's print motivation, phonological awareness, vocabulary development, narrative awareness, and print awareness. Analysis of the data shows that the programs have been very successful in fostering children's school readiness (demonstrated through behaviours such as participating in activities and following instructions) and their motivation to read (demonstrated through attending to and asking questions about books being read). Participating children also demonstrated an awareness of rhymes and sounds of language, learned new vocabulary, and showed an understanding of narratives that were read by library staff: all of which are early literacy behaviours foundational to later literacy development. Print awareness, however, is an area of literacy development that library staff could encourage to a greater extent and is a recommended topic for the professional
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