There is a body of literature suggesting that involving parents in their children's education is an effective strategy for children at risk of reading failure. In a pre-test/post-test control group design, parents in an experimental group received reading materials and were trained on techniques to stimulate their child during paired reading at home, while a control group only received materials. Reading and general academic abilities were pre- and post-tested, as well as phonological awareness and self-concept. The results show statistically significant gains in general academic abilities and phonological awareness in favor of the experimental group, while no significant gains were noted in reading abilities and self-concept. This report discusses the factors which could explain those results. (Contains 1 table and 1 footnote.)