Parents make powerful contributions to their children's early literacy learning in school. The purpose of this study was to design, implement, and evaluate the efficacy of the Words-to- Go parent involvement program as part of a larger effort to reach out to parents in early literacy. Quantitative data from surveys and qualitative data from focus group meetings were collected about the Words-to-Go program and demonstrated moderate to highly favorable perceptions among parents, teachers, and students. A pretest post test comparison of first-graders' word reading, word writing ability and criterion-referenced reading test performance in two matched elementary schools showed significant effects favoring the Words-to-Go program participants. (Contains 6 tables.)