Although it is now recognized that people possess various kinds of literacies, historically institutions of public education have been central in promoting a universal type of literacy which Cook-Gumperz (1986) has appropriately coined schooled literacy. Attaining an adequate level of schooled literacy, measured by the acquisition of mainstream knowledge reflecting the dominant culture, is associated with financial success and occupational status in Western society (Shalla & Schellenberg, 1998; Statistics Canada, 1996b; Willms, 1997b). Advantaged groups suppress those who do not reflect middle class culture and opportunities, thereby denying them equal opportunities (D. Taylor, 1997).

Some researchers and practitioners believe that the connection between the literacy of an adult and child should be acknowledged. When adults improve their literacy and enhance their skills, they transfer knowledge and skills to their family members at home. Sheehan-Holt and Smith (2000) found that adults who had participated in basic skills programs report an increase in their reading practices in daily lives. While there are diverse reasons for adults to enrol in literacy programs, children are often a powerful motivation for parents to improve their literacy skills (Bingman, Ebert & Bell, 2002; R. Rubin, 1997). As the first teacher for the child, a parent may have a desire to be able to help with schoolwork and to speak to the teachers. These parents may recognize a need to improve their own literacy skills to be able to offer this assistance.