This thesis investigates the influence of children's preliterate interest in reading on later interest in reading, as well as the influence of preliterate interest in reading on the development of literacy and vocabulary skills. In addition, this thesis examines the long-term contributions of children's preliterate home literacy environment on subsequent reading and vocabulary skills. The first time point in this longitudinal study was collected by Frijters et al. (2001) when the children were in junior or senior kindergarten, and the second time point was collected in the spring of 2003 when the children were in grade two or three. Sixty-five children (of the original 110) and their parents participated in this study. In kindergarten, parents were asked to provide information about home literacy experiences and home literacy instruction they provide for their children. In both kindergarten and grade three, children completed measures of reading, vocabulary, phonological awareness, rapid serial naming, and interest in reading. (Abstract shortened by UMI.)