ABSTRACT
Questions related to father involvement and families are increasingly examined in relation to children’s literacy, schooling, and academic achievement. The integration of these issues into discussions of family literacy is particularly important as the fi eld expands-in the questions being addressed, the populations studied, the conceptual frameworks that inform programs, and the rigor of research. This expanded focus demonstrates the multidimensionality of family literacy as a critical concept and its potential reach through sound programs and policies.
