The project’s premise rested on an understanding that only through the study of the sociopolitical, historical, and economic context of households could a static view of students’ and families’ culture be avoided, and as a consequence, the social and intellectual knowledge present in homes be recog-nized as viable resources to be leveraged in the classroom (Moll et al., 1992).
Family's cultures are viable sources and should be looked at to understand a family's background. This information gives children a foundation for learning. They bring in their background knowledge with them and knowing this information will heighten learning. Teachers should make connections to children's background knowledge so children can connect to reading and learning.