A recent analysis of Even Start, the federal family literacy program, has concluded that the relative emphasis in many local programs has shifted too far toward background issues of family functioning and too far away from focused efforts to enhance literacy skills (Haslam, 1998). In keeping with this analysis, the time seems to be right for a renewed emphasis on children's literacy within family literacy programs. Noting that the last decade has seen an explosion of research in the development of reading in children and on the precursors within the preschool period of reading readiness which has provided fundamental insights into the nature of reading, this paper seeks to present a brief survey of this new knowledge base, with the particular aim of highlighting work that is relevant to family literacy programs. The paper focuses on examining research on emergent literacy and its components. The data examined indicate that there are a number of interventions for preschool and early grade school children that make a significant impact on the key emergent literacy skills of children. The paper then discusses policy implications for family literacy programs. Contains a figure and 167 references. (NKA)