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as recent education reform efforts in the United States have prioritized family engagement as central to school improvement plans, school districts must grapple with ways to develop home-school partnerships (Mapp & Kuttner, 2013). Under the Every Student Succeeds Act (ESSA) of 2015, school districts must reserve 1% of Title I funds to assist schools in carrying out activities that foster family engagement, which can include home-based reading programs that promote alignment between home and school activities. Yet, researchers have repeatedly found that the effectiveness of these efforts is contingent upon the extent to which they acknowledge and build upon the funds of knowledge within the homes of culturally, linguistically, and socioeconomically diverse families (Dudley-Marling, 2009; Gallimore & Goldenberg, 2001; Janes & Kermani, 2001). Thus, understanding the ways in which families support their children's reading skills, motivation, and habits is imperative to working with families as partners in a child's education. Qualitative studies of family reading practices have been instrumental to highlighting the numerous ways in which culturally, linguistically, and socioeconomically diverse families support the development of their children's reading skills,

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