There is evidence in the literature that early school readiness predicts later school performance (Duncan et al., 2007; La Paro and Pianta, 2000). There is less research, however, on the impact of risk factors on a child\u27s school readiness, and protective factors that may lessen the negative effects of various risk factors. This study explored predictors of school readiness, including cumulative socio-demographic risk, the home environment, and interactive book reading behaviors. Participants included 104 young mothers and their children. The mother and child dyads were assessed at three time points. Cumulative socio-demographic risk was measured in the lab when the children were 18 months old. The home environment and interactive book reading were collected at the mothers\u27 homes when the children were 24 months old. The outcome measure of school readiness was collected at the mothers\u27 homes when the children were 36 months old. It was expected that cumulative socio-demographic risk, the home environment and interactive reading behaviors would each predict school readiness. It was also hypothesized that the home environment would moderate the relationship between cumulative risk and school readiness. Finally, it was expected that interactive reading behaviors would mediate the relationship between cumulative risk and school readiness. Multiple regression and hierarchical linear regressions were used to conduct statistical analyses. Cumulative socio-demographic risk, the home environment, and interactive book reading behaviors were not significant predictors of school readiness, after controlling for child\u27s temperament, gender, and maternal receptive vocabulary. The home environment did not moderate the relationship between cumulative socio-demographic risk and school readiness. Finally, interactive book reading behaviors did not mediate the relationship between cumulative socio-demographic risk and school readiness
