Noting the need for increased teacher knowledge of parent involvement activities in order for school-home partnerships to improve, this study examined parent involvement in their children's literacy development and the knowledge of parent involvement among their children's teachers. Participating in this study were 102 parents of children in kindergarten through fifth grade from one dual language (Spanish/English) elementary school. Parents rated their involvement in their children's literacy development on a 50-item scale that included items measuring involvement in literacy promotion activities such as taking their child to the library and working on projects with their child, participation at school such as helping in the classroom, and specific literacy engagement such as reading in the child's presence. Eight teachers of these children also rated the parents' literacy involvement on the same scale. The findings revealed that parents reported being more involved in their children's literacy development than the teachers reported for these same parents. The majority of dissimilar responses between parents and teachers were on items teachers could not observe firsthand. Contains 31 references. (KB)