In A Critical Discourse Analysis of Family Literacy Practices:

family’s literacy events and practices and examines is-sues affecting literacy engagements in the home, com-munity, and school. She shares how June Treaders, a woman who experienced literacy difficulties as an adult, navigated the literacy demands in her daily life. Rogers discusses the values, beliefs, and assumptions June and her daughter, Vicky, held and encountered as they ex-perienced literacy in a variety of contexts. In addition, Rogers explores her role as a white, middle-class re-searcher and teacher and the part she plays in “the sticky web of institutional discourse that holds [the Treaders] in place despite ample commitment, persis-tence, and cultural capital ” (p. 2). It is her assertion that, too often, people like June view themselves through the institutional lens that emphasizes deficiencies and pre-vents them from acting upon their beliefs and attaining their goals. Focusing on June and Vicky, Rogers examines the power of institutional language and its effects on a family striv-ing for upward mobility, but unable to capitalize on their literacy competencies. She documents how the Treaders came to see themselves through the eyes of school professionals and how this prevented them from recognizing the richness of the literacy practices in their own lives and the validity of their values, beliefs, and decisions. Rogers uses stories to illustrate the contrast between their language and literacy proficiency in th