The influence of informal literacy learning during the preschool years was studied. Preschool teachers in 4 low-income areas read to their classes regularly in an effort to make students enthusiastic about reading. Teachers were also asked to visit families in particular need of help. Three books were sent home with each child twice a week, and parents were asked to read to their children. The study sample included an experimental group of 55 families and a comparison group of 36 families. Results were measured using the Sulzby test of emergent literacy development as a pre- and posttest, tests of word and letter recognition, other measures of literary competence, and mothers' reports of literacy development. In addition, each child's mother was interviewed about the literacy environment of the home before the project began. The experimental group scored significantly higher than the control group on the Sulzby posttest and the performance tests of early literacy competence. When combined, factors such as family literacy environment, the child's interest in reading and writing, parental illiteracy, ethnicity, socioeconomic status, and the child's initial literacy competence did not make a significant contribution to performance on the Sulzby posttest. It was recommended that schools make a direct approach to families early in the child's school career if signs of potential reading problems appear. (AC)