In 2001, the No Child Left Behind Act (NCLB) was passed, emphasizing a stronger concentration on reading achievement. Research has shown that the family structure influences literacy development. The study was developed based on the social learning theories of Vygotsky and Skinner. Vygotsky's approach to sociocultural theory examines the interaction between parent and child (Heath, 2009). Skinner analyzes the dynamics of this parental relationship. Hoover-Dempsey and Sandler (1995), present a conceptual model of parent involvement that suggests that parent factors and school factors influence parental involvement that ultimately impacts student outcomes. Based on these theories, I developed a mixed methods study with both a survey and interviews. The purpose of this study was to explore the influential factors in both the home and school settings that may assist in the improvement of elementary-age students' reading skills. The study focused on parent perceptions of family literacy and how these influence students' reading behaviors. The study of 120 parent participants is unique in that it represented students of two different grade levels. Furthermore, data were collected in two different phases, Phase One in March of 2008, and Phase Two, which examined whether these dynamics were changed as a result of technological innovations, three years later in December of 2011. Descriptive statistics were performed to profile parental involvement with a child's reading development. Additionally, t-tests for independent variables, a factor analysis, and three multiple regressions were conducted to analyze parent perceptions and behaviors. The most important variable in this study with respect to future academic achievement was, "my child enjoys academic reading." I conducted a special discriminant function analysis to explore carefully the predictors of different levels of engagement with academic reading. The analysis of the data indicated that regardless of a child's grade level, parents viewed involvement in their child's reading development a priority and an important practice at home that can lead to academic achievement. Findings also indicated that parents of sixth-grade students had higher means when it came to the importance of modeling good reading practices. Furthermore, results revealed that parents' behaviors and beliefs lead to students' positive reading behaviors. [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.]