This column features two prominent literacy scholars, Catherine Compton-Lilly and Eve Gregory. They discuss their recent research studies in various contexts and describe the reciprocal relationships between school, home, and community literacy practices.

Describes inadequate home literacy experiences of three children, noting that the home expects the school to educate the child and the school expects certain prerequisites of the home, but neither is aware of the other's expectations. Exhorts schools and teachers to communicate better the parents' role in early literacy education. (HTH)