Snow and Tabors (1996) point out that much of the research describes a simple transfer of parental literacy skills and behaviours to the child. This would be either through direct instruction or acquisition through modeling. For example, they cite the practice of shared storybook reading as a common method of achieving the transfer and the justification for promotion of this practice in family literacy programs. They also mention the availability and use of print in the home, such as magnetic letters on the refrigerator, posters, paper for making lists, newspapers, and books, and parental efforts to direct children's attention to environmental print as another effective direct transfer mechanism.

Thus, an alternate view, supported by D. Taylor and Dorsey-Gaines (1988), defines literacy as a social practice and views the parental role to generate literate practices in which their children may participate. Literacy is seen as ever-present and used naturally to solve problems. Rather than simply transmitting literacy to their children, the parent's task is then to model literacy as a useful practice for solving problems, and to establish social literacy practices in which children can participate as a critical part of their lives. Thus, literacy involves integrating reading, writing, listening and speaking to be able to use language to think critically.

One finding in the present study was that women, in particular, are often viewed at the centre of family literacy practices. Some women in this study, such as Andrea, use their literacy skills to conduct home-based business. Others, such as Beth, do volunteer work from home, while Michelle and Julie study to upgrade their skills. Although these activities are regular occurrences and they require the use of literacy skills, the parents may engage in these in private when their children are asleep or not at home, so the children typically do not see this literacy behaviour modelled.