This study examined variability of the home literacy environment (HLE) using multiple measures among families of low SES. The relations of the measures to each other and to children's early oral language skills and print knowledge were reported. Considerable variability of the selfreported HLE items and the Children's Title Checklist (CTC) but low correlations were found among items. Children's expressive language skills were predicted by the CTC. The number of storybooks in the home predicted variance within children's receptive vocabulary. Concepts about Print (CAP) scores were predicted by the primary caregivers' frequency of shared reading and the age when parents began reading to children. Children's letter name scores were not associated with any of the HLE measures in this study. The research provides additional information about the HLE within the homes of low SES using multiple measures and how they relate differentially to children's early language and literacy skills. Keywords Early literacy; Home literacy environment; Shared reading; Measurement of home literacy practices Children's early literacy experiences in the home are influential in building foundational skills that are important predictors of later academic success. Exposure to language and print within the home literacy environment (HLE) is related to children's emergent literacy skills, such as oral language, print knowledge, and phonological awareness (Bus, van Ijzendoorn, & Pellegrini, 1995; National Early Literacy Panel, 2008), which predict early reading (Storch & Whitehurst, 2002). Moreover, reading skills and comprehension in later elementary school are predicted by children's early code-related and oral language skills and

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