As presented, children's literacy development largely depends not on their social class, but rather on their socialization in their early years (L. M. Morrow 1989; Nickse 1989; D. Taylor 1983) and how they are enculturated into the family's literacy practices (Heath, 1983; D. Taylor & Dorsey–Gaines, 1988). This thesis expands the family literacy knowledge base while looking at the literacy-related practices and perceptions of low–income families. The descriptive case study "illuminate[s] the reader's understanding of the phenomenon under study" (Merriam, 1988, p. 13) with the co–construction of home–based and school–based data.

In this descriptive study, I generate new knowledge regarding family literacy in low–income homes. As discussed in the introductory chapter, I chose to overlay quotations from the heart in the narrative as a succinct way of summarizing the description that followed. These quotes also serve as a reminder that my research is about individuals, while highlighting the complexities in their lives. For me, as the researcher, this study raised issues of reflexivity and involved self–reflexion coming from my heart.

Theoretically, my study contributes to a social practice view of literacy as outlined by Barton and Hamilton (1998). Stake (1995) emphasizes that qualitative researchers must "try to observe the ordinary, and they try to observe it long enough to comprehend, what, for this case, ordinary means" (p. 44). Through my observations and process of reflexion I have answered what the ordinary means in low–income families. In Chapter 1, I wrote about ways that my attitudes, beliefs and cultural background could influence the research process and I have remained cognizant and refective throughout my study to reduce likelihood of bias. The overarching commonality in the participant families is that literacy is seen as a set of social practices that are purposeful and embedded in their cultural practices. These social practices underpin the lives of all of the families regardless of their education level, family income or other variable. Thus, the role of context in learning cannot be overlooked.