A survey examined the reading and writing practices, educational attitudes, and family background of 38 Mexican-American fathers with children in grades K-2 in Los Angeles County public schools. Literacy practices examined included reading and writing within and outside the home, alone, or with their children. Subjects were divided into four groups based on generation in the United States (second through fifth). Most fathers, irrespective of generation status, engaged in literacy activities and viewed parents and schools as having joint responsibility for children's education. Fathers' reading and writing activities were not related to generation status or socioeconomic status, but were related to the father's length of time on present job, prior job training, and role at home. Compared to other fathers, those who shared child-care tasks with their wives were more likely to engage in literacy activities, particularly joint literacy activities with their children. (SV)