The major purpose of this study was to assess the effect of increased parental involvement in an intervention program. The program was structured to follow a prescribed mode of parent-child activities and parent-teacher communications and activities all having reference to the child's educational experiences, particularly those involving reading. Evaluations were made in terms of behavioral and attitudinal changes observed among participating parents and teachers, as well as by a number of child indices. These included: (1) level of self-esteem; (2) motivation to learn; (3) academic attitudes; and (4) reading achievement. Results suggest that the relationships between family and school environments warrant further emphasis by educators. (Author/BP)