Measures of Chinese character recognition, vocabulary, and interest in reading were administered to 92 second grade children in Hong Kong, while questionnaires on parental literacy practices were administered to their parents. In a hierarchical regression equation, maternal education, children's age and vocabulary skill predicted 18% of the variance in reading, while home literacy practices and children's literacy self-efficacy predicted an additional unique 19% of the variance in Chinese reading skill. Results underscore the importance of some early home literacy practices for reading achievement, even among children who are already receiving formal literacy instruction. [Copyright of Early Education & Development is the property of Lawrence Erlbaum Associates. Full article may be available at the publisher's website: http://dx.doi.org/10.1207/s15566935eed1601_1 ]
