The intent of this study was to examine the predictive relations among dimensions of symbolic play (i.e., object and ideational transformations), linguistic verbs, and measures of early literacy (i.e., Concepts of Print, Emergent Reading and Writing). A sample of 12 preschool children (3-1/2-years-of-age) was observed for two years during free play and in a variety of literacy events. Results indicated that use of linguistic verbs predicted Concepts of Print scores. Further, symbolic play and linguistic verbs predicted emergent writing and reading, respectively. Results are discussed in the terms of the separate ontogenies of writing and reading

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