The role of the parent in a child's reading development requires consistent communication with educators about the child's individual needs and progress. National concern for declining reading scores throughout the country begins in the early childhood educational setting. This study, designed as an action research, explored one-way and two-way communication as forms of parent involvement and their effect on K-2 reading achievement in a New Jersey school district. The research data included parent and teacher surveys, parent and teacher interviews, and Developmental Reading Assessment scores. Parents and teachers were closely aligned in their perceptions that two-way communication is more effective than one-way communication. Parents of advanced K-2 readers expressed a need for more professional guidance in helping their children continue to excel in reading. The research concluded with recommendations that the DRA Continuum Criteria and Focus of Instruction be adapted to help parents help their children in reading, the K-2 report card be revised to reflect what a child knows and is able to do in relation to grade level expectations, the district develop a Parent Teacher Conference outline to ensure that all parents receive the same information, professional development in the essential components of reading be provided, regular opportunities for Pre-K through third grade articulation regarding effective reading strategies be provided, and the district clarify the roles of parents in parent advisory committees. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]