The purpose of this study was to examine the relation between family literacy practices and children's early literacy development. Drawing from a developmental-ecological framework, this study modified existing surveys (e.g., Family Involvement Questionnaire, a.k.a. FIQ, by Fantuzzo, Tighe, & Childs, 2000) to develop the "Family Involvement Survey" which was completed in late spring over 2 consecutive years (2007 and 2008) by caregivers/parents (n = 75; 83% females) from a Midwestern city whose preschool children (age 4-5) were enrolled in a local Early Reading First program. Approximately 65% of all participants were African American, 6% Caucasian, 5% Asian American, and 2.6% of respondents reported being Latino/Hispanic or Native American; over 12% of those surveyed reported "Other" for race, and 7% of respondents did not disclose racial information. As predicted, correlation analysis supported distinct family involvement constructs. Disconfirming hypotheses, parent involvement ratings from the modified FIQ were not correlated with children's literacy scores (as measured by Individual Growth and Development Indicators, a.k.a. IGDIs), and linear regression analyses indicated that none of the family involvement constructs significantly predicted child literacy scores. Implications for future research and practice in the field of school psychology are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]