Understanding the effect of economic factors, such as poverty, on literacy levels and educational attainment has long been a focus of sociological inquiry. Clearly, the more economic resources that parents have, the greater the opportunities their children have (Holyfield, 2002). It goes without saying that if a family lacks sufficient economic capital the family will be limited in its ability to access modern technology, such as purchasing a home computer or other household educational resources (Roscigno & Ainsworth-Darnell, 1999). Lareau (1989) stresses the importance of these household educational resources including books, computers, newspapers, magazines, and encyclopedias to help shape the academic orientation of a child.

Children from low-income homes tend to have fewer family educational resources when compared to their more affluent classmates. They often start school with fewer academic skills (B. Hart & Risley, 1995) and their parents are less able to help with homework or pay for special programs that orientate the child to the way of the school and build their cultural capital. Heath (1983) and Nagle (1999) claim that children who have not had experience with a literacy that parallels school literacy will be marginalized, while those who have had early exposure to mainstream literacy will know what is valued, may have mastered some of the basics for school, and will therefore find school literacy more accessible. A number of researchers show how the home environment serves as an important site for learning and the development of a young child's literacy knowledge and attitudes about reading and writing (Heath, 1983; D. Taylor, 1983; D. Taylor & Dorsey-Gaines, 1988).