More than 500 intergenerational literacy programs exist in the United States, yet the idea is untested and it is difficult to identify and classify these programs. A typology identifies and classifies programs by key components and provides examples of each type. A typology, useful to practitioners, helps in planning programs, discussing them, and in training staff. Four generic program types have different program goals and characteristics: (1) parent/child--goal is positive, long-term family intervention; (2) adult/child--goal is supplementary, for skill building and enjoyment; (3) adult alone--goal is parent education; and (4) child alone--goal is supplementary, school-related literacy improvement for children. Each lends itself to levels of evaluation: (1) preimplementation (needs assessment); (2) accountability (program documentation); (3) program clarification (formative evaluation); (4) progress toward objectives; and (5) program impact. At the program level several factors must be considered--program design, implementation, and outcomes. In addition, at the participant level, many factors must be considered--demographic information, literacy skills, environment, attitude, parent/child interactions, child personal characteristics/achievements, parent personal characteristics/achievements, family characteristics, support and resources, and parenting behavior and attitudes. (NLA)