Many students experience difficulties in literacy. In this chapter we adopt the view that school-sanctioned literacy is only one of many different literacies in people’s lives (Street & Street, 1995; Street, 1997) and that, as well as school staff, there are a number of ‘mediators’, such as siblings, parents, carers, relatives and community members, who can support literacy development among students who experience difficulties (Gregory, 1998; 2004a, Gregory, 2004b; Gregory, Long, & Volk, 2004; Gregory, Williams, Baker, & Street, 2004). The attitude of any educational institution to the role of parents, families and community members, as prime educators of children, is therefore of great significance (Wearmouth, 2004).