An examination of family literacy programs was made in this newsletter issue to reveal the trends and practices of these programs and their contribution to the development of children of refugee parents. The examination found that most effective and innovative programs recognize that literacy instruction is more effective when it is content based and begins, as much as possible, within a culturally familiar context; takes into account what the students say they want and need to learn, as well as what the schools say is needed; and recognizes that while home can be a place of stress for language-minority children, it can also be a source of tremendous strength and support. Further discussions focus on how the program Preparing Refugees for Elementary Programs encourages parent involvement, and on observations concerning parental silence about their children's instruction and what it could mean. (GLR)