Abstract
This article aims to share a family literacy project that unites the home and school settings for shaping children's reading identities. Rogers et al. (2012) identify the role that intersecting settings play in developing children's reading identities because children " acquire their cultural models and social languages surrounding literacy from home and school as well as through the community, media, and online social spaces " (p. 259). Furthermore, a child's reading identity is supported by the sociocultural theory that believes a student's reading attitude develops based on early learning experiences in the home between the people and the culture in which they live (Vygotsky, 1978). Consequently, family literacy projects that support the merging of school and home environments and their impact on reading identity are critical.