Understanding home literacy practices of young children in vulnerable communities: what we can learn from the research

Research indicates that children who arrive m school with limited experiences of literacy are frequently at a disadvantage with progress in school. Without the necessary literate cultural capital, they have difficulty learning to read and write, falling further behind their classmates throughout their schooling. It is important that we focus on what language and literacy experiences are occurring in the home and how these can be further supported.
This chapter acknowledges the important role that families play in young children's language and literacy development, drawing attention to the importance of the home as a site for supporting the literacy growth of children. Data, to inform the chapter, are drawn from two sources. One source is a large-scale survey investigation that gained insight into the different home literacy practices of preschool children in some disadvantaged areas of Victoria. The data provide a snapshot into what literacy practices occur in these homes.
The second source is a case study of a single family taken from a targeted literacy intervention program in the north-west of Victoria. This study highlights possibilities for supporting families in literacy interactions with their young children in the home. The findings from both studies point to practical approaches and strategies that promote and support home literacy practices. This chapter argues that supporting families in their role is just as important as these families supporting their children's language and literacy learning.