This book addresses family literacy as a theoretically sound field of research and practice that can be used to improve literacy worldwide. The book's 14 chapters are divided into four sections. Following the "Introduction" (Andrea DeBruin-Parecki and Barbara Krol-Sinclair), under Section I--Theoretical Perspectives Related to Family Literacy--are these chapters: (1) "Building on Family Literacies: Examining the Past and Planning the Future" (Jeanne R. Paratore); and (2) "Emergent Literacy" (Donald J. Richgels). Under Section II--Specific Practices and Strategies Used to Promote Family Literacy in Collaboration with Schools and Communities--are these chapters: (3) "ABCs of Family Literacy" (Bille J. Enz); (4) "Making a Future for the Adolescent through Literacy: Family, School, and Community" (Maurine V. Richardson and Mary Kathleen Sacks); (5) "Expanding the Concept of 'Family' in Family Literacy: Integrating a Focus on Fathers" (Vivian L. Gadsen); (6) "Family Literacy in English Language Learning Communities: Issues Related to Program Development, Implementation, and Practice" (Flora V. Rodriguez-Brown); and (7) "Family Literacy and Local Understanding: Literate Citizenship for Children with Disabilities" (Christopher Kliewer). Under Section III--A Close Look at Diverse Family Literacy Programs--are these chapters: (8) "Exploring Even Start and Head Start Family Literacy Programs" (Rebecca K. Edmiaston and Linda May Fitzgerald); (9) "Read to Me: A Family Literacy Program for Young Mothers and Their Babies" (Susan Straub); (10) "The United Kingdom's Boots Books for Babies Project: A Case Study" (Mary Bailey); and (11) "Learning from Soweto: The Story of Two Family Learning Programs in South Africa and the United Kingdom" (Letta Mashishi and Margaret Cook). Under Section IV--Evaluating Family Literacy Programs and Their Participants--are these chapters: (12) "Assessment and Evaluation of (and for) Family Literacy Programs" (Nancy D. Padak and Dianna Baycich); (13) "Using Family Literacy Portfolios as a Context for Parent-Teacher Communication" (Barbara Krol-Sinclair; Alisa Hindin; Julia M. Emig; Kelly A. McClure); (14) "Evaluating Adult/Child Interactive Reading Skills" (Andrea DeBruin-Parecki); and "Afterword" (Barbara Krol-Sinclair and Andrea DeBruin-Parecki). Contains an author index and a subject index. (NKA)