The six articles in this issue attempt to answer questions that have arisen due to the increase in programs that cross existing or traditional age barriers in literacy education. They draw upon recent and current research and practice both in the United Kingdom and the United States. "Family Literacy: An Intergenerational Approach to Education" (Sharon Darling) describes and comments on some current models for family literacy programs in the United States. "Intergenerational Literacy Intervention: Possibilities and Problems" (Peter Hannon) starts from research into school reading attainment and offers a framework for parental involvement in reading acquisition. "Workforce Education, Family Literacy, and Economic Development" (Thomas Sticht) places family literacy in the context of the needs of the work force and examines the interrelationship of literacy acquisition in these different areas. "Parent Involvement in Family Literacy: An Anti-Poverty Perspective" (Ray Phillips) traces the development of parent involvement initiatives against the background of broader social and policy change in the British/European context. "Techniques in Family Literacy" (Keith Topping) looks at specific techniques for parental intervention in basic skills acquisition by children, including paired reading, cued spelling, and paired writing. "A Typology of Family and Intergenerational Literacy Programmes: Implications for Evaluation" (Ruth Nickse) explores issues of evaluation by seeking to establish a typology of family literacy programs. (YLB)