In this investigation of the relationships among selected aspects of normal language development, emerging metalinguistic skills, concepts about print, and literacy experiences, 19 children 3 years of age were given 4 tests of language development, 12 metalinguistic tasks measuring phonological awareness, word awareness and structural awareness, and 2 measures of literacy knowledge. Literacy experiences were described following an in-home parent interview. The results clearly demonstrated that 3-year-olds can make metalinguistic judgments and productions in strucured tasks, with overall metalinguistic performance improving with age. Specific metalinguistic tasks varied in difficulty and probably in developmental order. The major domains of metalinguistic awareness (phonological, word, and structure) were significantly intercorrelated and also correlated with overall linguistic skill. Literacy knowledge was positively correlated with overall metalinguistic skill and specifically with phonological awareness. The interview data revealed that while parents varied in the emphasis they placed on the various purposes of literacy, all of the children were highly involved with reading and writing, observing great amounts of literacy activity in their homes and participating in reading and writing themselves every day. (Author)