The purpose of the present study was to investigate how family literacy, defined broadly as the combination of household and community literacy practices and the home-school relationship among Head Start Latino families in New York City, predicted young children's subsequent language and literacy development. As used in the literature, family literacy was operationalized as the ways families engaged children in the home through language and literacy. It was also defined as encompassing the relationships and communications established between home and school. Specifically, the following two research questions guided the proposed investigation: (1) What are the family literacy patterns of a sample of Head Start Latino households in New York City?, and (2) How does family literacy contribute to children's emergent literacy longitudinally? (author abstract)