This study examined the effects of a home-reading program on parent-teacher communication and on the ability of parents to select reading material for their children. In this qualitative case study, parents of 4th grade students participated in a reading homework program with their children. Using constructivist theories, the study's framework used the following sources of data: an open ended response questionnaire; unobtrusive data from the shared journal used by the student, parents, and researcher; parent interviews; and the researcher's reflective journal. These data were analyzed using interpretive analysis. Emergent themes included the following: (a) parents learned a different way of doing homework with their students, (b) shared reading and enhanced conversation created between parents and students proved helpful, (c) parents learned of their student's vocabulary and comprehension, (d) parents learned of their student's reading preferences, and (e) parents facilitated their students' writing skills one-on-one. Findings may inform teachers and researchers about this teacher-created homework reading program that might subsequently increase student achievement and actively involve parents in the reading processes of their children. The results of the study demonstrate the effectiveness of the program and can be used as a guide for creating reading homework programs for elementary students. The study closes with information on how teachers might implement this type of program, and calls for future research on similar programs. The implications for social change include increased attention by educators for the need to educate parents to work as partners in developing children's literacy skills. [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.]