This longitudinal study across the primary grades examined whether there were patterns in feedback strategies parents provided to children's miscues during shared book reading, and whether parents changed their use of those strategies over time as their children's reading skills increased. Parents of normally developing beginning readers were audiotaped in their homes reading books with their children in kindergarten, first grade, and second grade. Parent responses to miscues were coded as either ignoring the miscue, encouragement to try the word again, graphophonemic clues, context clues, or supplying the word. Clues parents gave prior to a child's attempting to read a word were also coded. For each feedback category there were statistically significant differences over time. As grade level increased, parents decreased their use of context clues, supplying the misread word, and clues given prior to a child's attempt at a word. In contrast, they increased their use of encouragement to try the word again and ignoring the miscue. Giving graphophonemic clues peaked in first grade. In addition, cluster analysis and correlations indicated stability in parent strategies across the grades. Findings suggest that parents have styles of supporting emerging reading skills that are adapted as children's skills increase.