A study investigated the efficacy of a program designed to teach parents how to read to their low-achieving school-aged children to help increase the children's word recognition and comprehension. Parents whose children (grades 1-4) were receiving additional school assistance from a resource specialist were invited to enroll in the program. Fourteen parents were instructed once a week for 8 weeks in 2-hour time blocks, and were advised to read to their children every day using techniques and strategies modeled during classes. Results showed significant gains in all areas of word recognition--identifying words both in isolation and in context. There was also a significant increase in students' comprehension on both uncued and cued recall performance measures. As a result of the program, student attitudes towards reading also improved; students read more, both in the classroom and at home. Results confirmed the efficacy of a parent program to help low-achieving school-aged children. (Eight tables and 5 figures are included; 61 references and 7 appendixes are attached.) (Author/PRA)