Families in the present study influenced literacy development in the same three main ways that were outlined by Leichter (1984). First, the quantity and quality of their interpersonal interactions, which includes the literacy experiences in which family members share, have a significant impact. Second, their physical environment, which takes account of the literacy materials that are available in the home, will affect how they are able to participate in their children's learning. And finally, the emotional and motivational climate or the relationships among the individuals in the home, are reflected in the parental attitudes toward literacy and their aspirations for the childrens literacy achievement.

When the parents feel competent with literate behaviours, including print and speech, Leichter (1984) says that they will be more likely to have more books available in the home. In the present study there was a modest effect noted with those parents who were involved in academic upgrading. They had more resources to support literacy in their homes and used more print media than those who were not involved in academic upgrading.

Morawski and Brunhuber (1993) studied the earliest recollections of learning to read of both proficient and poor adult readers. They found significant differences between the two groups and that people's perceptions of themselves as readers and of the reading process affect their acquisition of reading. In the present study, those parents who reported that they had reading or learning problems when they were children, like Morawski and Brunhuber's poor readers, had their earliest recollections of learning to read when they were between seven to ten years of age with the teacher being the central focus. These poor readers did not take personal ownership in their learning to read, and the overall attitude about the experience was negative with feelings of discouragement and apprehension.