“…It is measured by parent questionnaires examining the onset, frequency and quality of parent-child shared book reading, the number of books in the home, the frequency of trips to the library, and the frequency of reading by caregivers. Research with TD children has found that the home literacy environment predicts later language development, emergent literacy, and later reading achievement (Bus, van Ijzendoorn & Pellegrini, 1995;Lyytinen, Laakso & Poikkeus, 1998;Scarborough & Dobrich, 1994;Senechal, 1997). Richer home literacy environments, for example characterized by more parent-child shared book reading or more books in the home, are believed to contribute to language and reading achievement because they expose children to a wider variety of sentence forms than would be experienced through spoken language alone, can help make children more aware of letter-sound correspondences, and expose children to story structures and literacy conventions (Bus et al, 1995;DeBaryshe, 1993;Tannen, 1982).…”