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Abstract This article reports the findings relating the predictor variables identified through the analyses discussed in the previous articles to the outcome measures of early literacy from the test battery administered to the children in the Home-School Study of Language and Literacy Development at age five. The test battery, called the SHELL-K (School Home Early Language and Literacy), uses a variety of assessment procedures to develop a componential view of each child's language and literacy development. The results demonstrate that both home and school measures contribute to children's literacy achievement at age five. Finally, profiles of the three selected children are presented demonstrating the variability in the experiences and outcomes for these children.
Dickinson et al. (Sun,) studied this question.
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