• Home literacy environments and parent–child interactions emerge as primary drivers of early literacy trajectories, with shared reading, parental scaffolding, and at‑home routines linked to language and literacy outcomes across multiple studies [1], [4], [5], [6], [11], [7], [16].

• Interplay among emergent literacy components—oral language, print knowledge, and phonological sensitivity— is modeled across longitudinal work, comparing comprehensive language approaches with phonological-sensitivity accounts in predicting later reading [2], [9], [8], [14], [13], [10], [19].

• Interventions and family literacy programs show variable but generally positive impacts on early literacy, with home-based book reading, parent training, and school–home collaboration driving skill gains [5], [6], [20], [12].

• Longitudinal and genetically informative designs illuminate developmental trajectories from preschool to kindergarten, including one‑year longitudinal, latent‑variable, and twin studies that parse environmental and genetic contributions to literacy [1], [2], [15], [8].

• Measurement and cognitive predictors of literacy outcomes emphasize tools like DIBELS‑Modified, naming speed, and phonological awareness as early indicators of later reading success [17], [18], [14], [19], [4].