This dissertation is comprised of two manuscripts that resulted from a single study that tested the efficacy of teaching parents how to infuse comprehension strategy instruction into read alouds with their preschool-aged children. Twenty dyads, each composed of an incoming kindergartener and one of his or her parents, participated in this study. This study employed an experimental design: children were matched based on initial scores on a standardized comprehension measure, and then randomly assigned to condition within pairs. Parents assigned to the experimental group attended workshops at two-week intervals during which they were taught to infuse their read alouds with their children with comprehension strategy instruction, and sent follow-up packages with strategy reminders and a book to practice with in between sessions. Parents in the control group were provided with one initial session during which they were instructed on the benefits of reading at home with their child. They were also mailed follow-up packages on the same schedule as the experimental group that contained reminders about the importance of reading and a book. Pre- and post-intervention scores on measures of parental implementation and child comprehension were then compared. Results indicate that, for parents in the experimental condition, interactions with their children during read aloud sessions changed to include statistically significantly more instances than control group peers of talking about text (specifically, more turns and uptake of initiated topics by both parents and children), retelling, and story structure. Results approached significance for instances of initiation of discussion about text by children and instances of activation and use of prior knowledge. In addition, children in the experimental group showed higher gains than children in the control group on composite comprehension scores. The first manuscript focuses on the two central research questions of the study: (1) To what extent are parents able to implement comprehension strategy-based instructional practices (specifically retelling, attention to story structure, activation and use of prior knowledge, and talking about text) into lap reading with their children in response to workshops on the topics? and (2) What are the effects on children's comprehension of parents' attempts to infuse comprehension strategy instruction (specifically retelling, attention to story structure, activation and use of prior knowledge, and talking about text) into lap reading of fictional narrative texts with their children? This manuscript is written for researchers, and outlines the study and addresses these questions in the standard research article format. The second manuscript is written for the practitioner audience. While it, too, includes some traditional elements, the primary focus of this article is on the discussion and implications of the research for the teaching community; particular attention is paid to the information necessary to successfully implement the intervention. The results of this study contribute to the small, but growing body of literature on family literacy interventions focused on comprehension. In addition, this study provides a framework for practitioners interested in harnessing the power of families as they strive to help all children become proficient readers. [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.]