This overview of intergenerational and family literacy programs in the United States consists of five sections, a bibliography, and four appendices. Section 1 presents background information and expectations for programs and describes the target populations and program designs and administration. Section 2 describes the research base and the common assumptions that motivate and justify program development, citing pressures of contemporary society; specific research from the fields of adult and emergent literacy, cognitive science, early childhood education, and family systems theory; the importance of cultural differences; and the political appeal of programs. Section 3 gives overviews, activities, and some evaluation data for programs in four sectors: adult basic education, libraries, family English literacy, and preschool and elementary programs. Section 4 presents a topology for classifying intergenerational and family literacy programs based on mode of intervention and target populations. The advantages and disadvantages of four program types are presented and critical questions for systematic investigation are posed. Section 5 consists of recommendations to support intergenerational and family programs. The document includes a 44-item bibliography. The appendices contain abstracts and lists of adult basic education programs, library family literacy programs, and preschool and elementary programs, with the emphasis on programs in California, Florida, and New York. (Author/CML)