Many studies have found that literacy exists in low-SES (low socioeconomic status) children's daily lives--it is the meaning, frequency of use, depth, and general use of literacy at home that affect the children's progress in school. Research studies clearly show differences in home literacy development of low-SES and higher income children that affect children's successes in school. Higher income children write words that represented the adult concept of writing while low-SES children wrote strings of letters that had no reason and meaning. Other research found that successful children engaged in print frequently with their parents and started school with schemata that gave them an advantage in formal schooling. However, D. Taylor and C. Dorsey-Gaines found the opposite to be true. These studies found low-SES children across the board do have some kind of literacy activities going on daily at home, but they represent small populations and cannot represent the general low-SES population. Strategies for parents to try at home include: provide a variety of reading materials; read aloud to children; have children write to grandparents; and make weekly visits to the library with their children. Teachers can help children become better readers by getting to know the children through the parents; sending a book home as often as possible to promote reading; establishing a cross-age reading program; setting up a reward system; and establishing a silent reading program where children choose what they want to read. (Contains 16 references.) (RS)