The purpose of this mixed-methods study was to examine the influences of family literacy workshops on family involvement, families' self-efficacy, and their perception of their children's reading performance. The participants were families of students receiving Title 1 reading service in grade 2, 3 and 4. The research questions for this study were: Do family literacy workshops influence the way families engage with their children's reading at home? Does families' participation in family literacy workshops influence their perception of their children's reading performance? Does families' participation in family literacy workshops influence their perception of their children's reading performance? This mixed-methods study gathered data using both quantitative and qualitative methods to enhance the interpretation of the data. The pre- and post- workshop surveys and workshop exit surveys were collected. A series of four workshops that focused on fluency and comprehension strategies was presented as a part of this study. Observations from the workshops and case study interviews were collected. The researcher used semi-structured interview questions to determine the influence of family literacy workshops on family engagement in their children's reading at home, their self-efficacy in ability to help their children's reading, and their perception of their children's reading performance. The integrated analysis of quantitative and qualitative data revealed three major findings: 1) participants expressed the need to partner with teachers to support successful learning experiences for their children; 2) participants described improved involvement with their children in reading support when using resources and strategies from the literacy workshops; and 3) participants perceived improved reading skills in their children after using resources and strategies from the literacy workshops. The results of this study demonstrate that a targeted, parent-focused literacy program can be effective in promoting parents' sense of confidence and competency in support of their children's reading at home. Further research is necessary to understand the connection between parents' participation in family literacy programs and children's reading skills and academic achievement. We also must strive to understand how these programs intersect with existing cultural practices, the home learning environment, and the larger community. [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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]