This report describes a project for increasing parental involvement through the existing reading program. The targeted first and second grade students lived in growing rural, Midwestern, low to middle class communities located in north central Illinois. The problem was noted in literature by researchers who found that parents had a very limited involvement in their student's education. The problem was documented further through data from surveys and teacher observations. Analysis of the probable cause data, as well as the professional literature, revealed that several possible causes existed for the lack of parental involvement. Parent's lack of time, their comfort level, and lack of understanding of how to be involved contributed to their lack of participation. The solution strategies consisted of providing parents with opportunities to assist their students in reading projects both at home and at school. Parents were asked to read a favorite family story or poem to the class. Upon completion of the story/poem the parent and their child involved the entire class in an activity. Suggestions of activities for parents to share with students included: an art project, social skills lesson, writing activity, or correlating with other curriculum areas. This approach encouraged parents to feel comfortable working with their students as well as their participation in the classroom setting. The classroom instructor measured the effect of this intervention. The primary investigator completed the responsibility of gathering surveys, journals, and teacher observation checklists. All modes of gathering data were completed on a daily basis. Post intervention data indicated an increase in student reading attributed to parental involvement. (Contains 20 references, and 4 tables and 3 figures of data. Appendixes contain parent surveys; forms to record books read; letters to parents; and a follow-up survey.) (Author/RS)