This article presents the outcomes of a biliteracy project designed, following an action-learning methodology, to supplement the district-mandated literacy programs with afterschool reading cooperatives where 100 families whose children were enrolled in an elementary school located in the Imperial Valley, California, and teachers dialogically read bilingual books. The outcomes of this project suggest that parents whose children attend schools in which literacy programs are enriched with the community's linguistic wealth and knowledge become active participants of the learning process; this parental participation seems to help students in their academic performance. (Contains 4 tables and 10 footnotes.)