The influence of the family and home environment on children's acquisition of literacy has been well documented (Heath, 1983; Taylor, 1983; Teale, 1986). As a result, many school and family literacy programs have begun to focus on involving parents in the schooling of their children. The public schools systems have realized that it is beneficial to involve non-reading parents in the literacy development of their children. One of the best ways to provide family literacy services which accomplish this is to create collaboration efforts between home and school.
Crawford, R. (1995). Altering the Succession of Illiteracy in Families: A Tutoring/Home Intervention Model. Reading Horizons, 35 (3). Retrieved from http://scholarworks.wmich.edu/reading_horizons/vol35/iss3/4