For young children, early language and literacy practices with primary caregivers in the home may be a particularly important catalyst for academic skill development (Bronfenbrenner and Morris 2006; Vygotsky 1978). AIAN families’ language and literacy practices that are anchored in culturally-distinct values, goals, and behaviors are of particular import as these practices may serve as cultural currency. Therefore, the early language and literacy practices of AIAN families are important to explore. The integrative theoretical framework suggests that unfavorable social position (e.g., indicated by single motherhood, poverty status) may indirectly inhibit development. However, promotive, adaptive home contexts such as those characterized by rich traditions and cultural legacies may be particularly relevant for explaining variation in early development and bolstering academic school readiness among AIAN children. (author abstract)