In order to determine whether the reading habits and attitudes of parents influenced the reading performance of their children, a 36-item questionnaire was sent to 213 parents of children in the STARR (Students Are Reading Right) reading program in grades one through six at two elementary schools in Neenah, Wisconsin. Responses on 148 questionnaires were analyzed after having been divided into two groups: parents of good readers (those gaining at least l.5 grade levels in total reading during the 1975-1976 school year) and parents of poor readers (those gaining less than l.5 grade levels during the same period). Results showed that parents of good readers are themselves good readers and present good reading models; they are aware of the importance of a wide variety of background experiences; they read for pleasure, use television selectively, and encourage creativity; and they read to their children before the children entered school. Parents of poor readers tend to view reading mainly as a skills process; they read pragmatic materials and use the public library infrequently. (JM)