A field evaluation of 14 community-based family and intergenerational literacy programs identified the most effective strategies, structures, and approaches to reach and teach the "hardest to reach." Information was collected through 90-minute telephone surveys with program coordinators and/or executive directors. Although different in structural design, the programs had similar philosophies and approaches in improving family and intergenerational literacy. Literacy skills development had the following characteristics: it addressed learners' needs, issues, and interests; it focused on practical application; it was participatory; and it supported parents in assuming and enhancing their roles as children's "first teachers." Life skills and/or parenting education were a critical component of each program. All programs provided supportive services, a nonthreatening learning environment, broad-based and learner-centered literacy education, traditional and innovative nontraditional instructional approaches, and traditional and nontraditional assessment methods. An outcome of the project was recommendations for program improvement in three major areas--education and service delivery, staffing, and overall administration--and for research, policy, and staff development. (The 25-page report is followed by these appendixes: survey; field research protocol, interview process, and interview questions; program case studies and profiles; and sample program documents. Contains 13 references.) (YLB)