My study provided a glimpse of the realities of literacy in eight families. As Purcell–Gates (1995) has emphasized socio–economic status cannot be isolated as the primary factor in children's literacy achievement. By viewing literacy as more than a set of technical skills, but as a social practice, it becomes clear that children from non-mainstream backgrounds upon entering school are expected to participate in the literate social practices of the institution of the school, rather than learn isolated skills to be able to read and write.

For some children, from non–mainstream backgrounds, the school is a foreign culture to them and regular participation at school will not guarantee required learning. Therefore, teachers would be wise to create conditions that would welcome these learners and facilitate their entry and involvement in literacy practices that are meaningful to them. Strong home–school connections could go a long way in strengthening family literacy. The cultural background of the child, including what he or she has done at home prior to school entry, will influence the child's outcomes in literacy. Financial status alone cannot explain learning outcomes.

Recollections of Early Years

In interviewing the parents, I learned that child rearing practices and transfer of literacy skills are closely tied to the parents' recollections of their own upbringing, including both their school experiences and home situations (Morawski & Brunhuber, 1993). Families construct their own meaning of literacy and what it means to be literate. The parents' actions reflect their beliefs, often based on how they were raised. Parents in this study typically attributed their literacy involvement to events that had affected their lives as children (Leichter, 1984).