Home Literacy Environment Checklist

What my child has...

My child has at least one alphabet book (e.g., Dr. Seuss's ABCbook).
My child has magnetized alphabet letters to play with.
My child has crayons and pencils readily available for writing and drawing.
My child has paper readily available for writing and drawing.
My child has a table or surface readily available for writing or drawing.
My child has at least one rhyme book (e.g., Joseph Slate's Miss Bindergarten Gets Ready for Kindergarten).
My child has more than one rhyme book.
My child has at least 10 picture books.
My child has at least 20 picture books.
My child has at least 50 picture books.
My child plays beginning reading and alphabet games on a computer (e.g., Reader Rabbit or Bailey's Book House).
My child has materials and games to help learn the alphabet.

What I or another adult do...

I or another adult in the house read a picture book with my child at least once a week.
I or another adult in the house read a picture book with my child at least four times a week.
I or another adult in the house teach new words to my child at least once a week.
I or another adult in the house teach new words to my child nearly every day.
I or another adult in the house have a detailed and informative conversation with my child at least once
a week. (e.g., "How do you think ice cream is made?").
I or another adult in the house have a detailed and informative conversation with my child nearly every day.
I or another adult in the house help my child learn nursery rhymes.
I or another adult in the house encourage my child to tell me what he or she wants using complete sentences.
I or another adult in the house take my child to the library or a bookstore at least once every two months.

What my child sees me or another adult doing...

My child sees me or another adult in the house reading books, magazines or the newspaper at least once a week.
My child sees me or another adult in the house reading books, magazines or the newspaper nearly every day.

What I am...

I am a good reader.
I have a large vocabulary.
I began to read picture books with my child before he or she was a year old.
I enjoy reading picture books with my child.
I expect that my child will work to his or her potential in school.

Now or in the past, I or another adult encourage or help my child...

I or another adult in the house encourage my child to watch beginning reading shows or TV or tapes (e.g. Between the Lions on PBS).
I or another adult in the house encourage my child to play with computer games that introduce the alphabet and beginning reading (e.g. Reader Rabbit).
I or another adult in the house help my child learn to sing or say the alphabet.
I or another adult in the house help my child learn to name letters of the alphabet.
I or another adult in the house help my child learn to write letters of the alphabet.
I or another adult in the house help my child learn to write his or her name.
I or another adult in the house help my child learn to write other people's names.
I or another adult in the house help my child learn how to rhyme.
I or another adult in the house help my child learn the sounds that letters of the alphabet make (e.g. "M makes the mmmmm sound").

Count up the number of statements marked TRUE and put that number in the box to the right. See the chart below to find out how literacy-friendly your family child care program is.

30-37 Home literacy environment has most of the necessary supportive elements
20-29 Home literacy environment has many supportive elements.
11-19 Home literacy environment has some supportive elements.
0-10 Home literacy environment needs improvement.

Get Ready to Read! is a project of the National Center for Learning Disabilities. For more information about this program, please visit our web site at www.GetReadytoRead.org.