A study presents descriptive and correlational results from questionnaires and tests administered to approximately 650 children in two cohorts, who, with their parents, are participating in a longitudinal study of reading comprehension development. Results from kindergarten and first-grade students showed low but positive correlations for parents' reading and children's performance in reading and consistent correlations for parents' resources and inhibitions--those items parents give to their children and the conditions in the home environments that may actually inhibit the children's performance in reading, such as the amount of time they spend in day care or the number of hours mothers work each week. (Seven tables of data are included. Indexes A and B include questionnaires and eight correlation tables of student measures and parent indices and selected items. Thirty-four references are attached.) (Author/MG)