To provide a scholarly basis for justifying and implementing a parent involved reading program, this annotated bibliography provides a review of the literature that helps to clarify the role of the parents, teachers, and administrators in reading progress; gives suggestions regarding the way parents can help their children in reading; and compiles current information in the area of parent involvement in reading for accessible use. The literature indicates that the parents are the child's first teacher and because of their early involvement and familiarity with the child they may be better able to provide effective initial instruction than the teacher. Once the child has entered school, parents can reinforce what is learned at school by listening to the child's experiences and voicing approval. While it is preferred that parents not be involved in decision making, it is desirable and beneficial to have parents involved as supporters of education and the educational process and as volunteers in the school and classroom. In general, most of the programs reviewed had as their goals making parents familiar with the school and school personnel, informing parents of the important role they can play in assisting their child in the acquisition of reading skills and providing specific suggestions and materials for them to help their children at home. (Appendixes include an outline for an inservice program for teachers on how parents can help their children in reading and sample materials for an inservice workshop.) (HOD)