ABSTRACT
The relationship between home and school literacy practices is fraught with tension, yet offers a range of opportunities for the development of meaningful and creative curricula and pedagogy. There has been a wealth of research conducted over the last four decades that has informed our understanding of the continuities and discontinuities between home and school literacy practices and outlined the consequences for pupils’ motivation, engagement and attainment. The aim of this chapter is to review literature that has explored the relationship between children’s home and school literacy practices. It examines the evidence for the transference of literacy practices from home to school and, conversely, from school to home.
