This report presents information on selected activities that preprimary children engage in with family members, based on the 1991 and 1993 National Household Education Surveys. Focusing on parent-child activities found to facilitate the development of literacy skills and the motivation to learn, the report examines (1) the changes between 1991 and 1993 in family-child engagement in particular literacy activities, and (2) the relationship between the frequency of family-child participation in such activities and characteristics that are often used to identify children as being at-risk for school failure. These factors include poverty, race or ethnicity, and the mother's education level. The first part of the report presents the statistical data on the literacy activities: being read to: being told a story; learning letters, words, or numbers; being taught songs or music; doing arts and crafts; and visiting a library. The second part presents the study methodology and technical notes, including definitions of risk factors. Among the results noted was an increase from 1991 to 1993 in the number of preprimary children who regularly engaged in at least three of the literacy activities with family members, and an increase in children identified as at-risk, participating in such activities. Nevertheless, there continues to be a disparity between at-risk and not-at-risk children, which may be a product of a variety of factors such as parental beliefs. The report notes that despite the increase in literacy activities at home, Goal One of the National Education Goals, that every parent will be a child's first teacher, has yet to be attained. (HTH)