A project investigating the effects on parent attitudes and child performance of a planned parent intervention program stressing specific parent training in literacy concepts and practices was undertaken with lower socioeconomic group families with children aged three to five. The parents attended four workshops emphasizing aspects of literacy such as the reading process, environmental print, literacy games, and writing, using presentations, role-playing, speakers, question-and-answer sessions, and discussion groups as teaching techniques. Children were administered pre- and post-tests of literacy development, and followup home visits were made to study any changes in home environment. The data were gathered into intensive case studies of each child. It was found that: (1) parents developed self-confidence and pleasure in working with their children; (2) the workshop format was the most effective and personally satisfying approach for parents; (3) specific, informal, and instructive parent training was needed and desired; (4) the lower socioeconomic parents' educational aspirations for their children were as high as other parents' aspirations; (5) lowering situational, linguistic, and cultural barriers was very helpful in promoting parent participaton; and (6) providing parent training improved parent-child relationships. (MSE)