To what extent are multigenerational forces associated with the becoming of measured academic skills? This study argues that by considering inhuman(e) ontologies such as a system of racialized structural relations, a new materialist and radical black feminist lens opens up new possibilities for conceptualizing and understanding how shifting structures of sociopolitical relations have had temporally enfolding (re)configured and (re)produced differences over multiple generations. By fitting multilevel growth models to the Child Development Supplement of the Panel Study of Income Dynamics, this study empirically demonstrates (1) the importance of the grandparent's wealth and permanent income on the grandchild's embodied reading development in relation with the parent's material resources; (2) the importance of historically shifting sociopolitical relations and their materialization in the becoming assemblages of reading skills; and (3) that multigenerational processes are an assemblage of historical, sociopolitical, and biopolitical forces. The author argues that systems of sociopolitical relations outlive individuals and their shifting ontologies do materialize in constrained, enabled, or debilitated bodily capacities across multiple generations. It is suggested that scholars, policymakers, and practitioners must take seriously the multigenerational forces of regenerative capacities.