The Home Literacy Environment (HLE) plays a key role in children’s literacy development. While previous research has mainly focused on the quantity of literacy activities, the role of the quality of parent–child interactions within the HLE in children’s literacy development has been relatively understudied. Using a sample of N = 500 preschoolers (Mage = 60.97; SDage = 4.61; 51% girls; 38% migration background) in Germany, this study examines the quantity and quality of the early HLE: their (1) interrelation, (2) contributions to emergent literacy skills in preschool, and (3) long-term effects on literacy outcomes by the end of Grade 2, controlling for child and family characteristics. Results from a manifest structural equation model indicate that the quantitative informal and formal HLE, as well as the quality of the HLE, were partly positively associated with children’s literacy skills (vocabulary, phonological awareness, and letter knowledge) in the penultimate year of preschool (T1) and a year later (T2). Only the quantitative formal HLE predicted spelling skills at the end of Grade 2 (T3). These findings suggest that the early HLE is mainly associated with emergent literacy skills during preschool. Sustained quantitative and qualitative literacy support throughout primary school may be necessary for long-term literacy success.
Jiménez et al. (2026) studied this question.