A study determined the effect of parental involvement on reading achievement of participating students. Subjects were 22 fifth-grade students in a Chicago public school who received parental involvement and 19 students in the same school who did not receive parental involvement. Subjects' scores on the Iowa Tests of Basic Skills were used in the pretest/posttest design. Results indicated no significant differences in reading achievement scores between the two groups. Findings suggest that, contrary to earlier studies, parental involvement did not increase student achievement. Recommendations include: a parental involvement program should be instituted; consistent correspondence should be sent to the parents from the school; and further research needs to be conducted with a larger population. (Contains 29 references and 1 table of data.) (RS)