Hutton JS, et al. - In order to determine the impact of home literacy environment (HLE) on brain structure before kindergarten, researchers undertook this study, wherein, preschool-age children were asked to complete evaluations of language [EVT-2 (Expressive Vocabulary Test, Second Edition), Comprehensive Test of Phonological Processing, Second Edition Rapid Object Naming] and emergent literacy skills (Get Ready to Read!, The Reading House) followed by diffusion tensor imaging (DTI). They also asked parents to complete a survey of HLE (StimQ-P₂ READ), comprising four subscales. Axial diffusivity (AD), radial diffusivity (RD), mean diffusivity (MD) and fractional anisotropy were DTI measures. They found correlations of StimQ-P₂ READ scores with higher EVT-2, Get Ready to Read and The Reading House scores, controlling for age and gender, as well as with lower AD, RD and MD in tracts supporting language and literacy skills, controlling for age, gender and income. Experts concluded that brain development supporting language and literacy skills may be provoked by a more nurturing home reading environment before kindergarten.