Over the past 150 years, schools in America have been governed by various legislations geared toward increasing learning. One recurring theme across the various acts is that of parental involvement. This led to the broad question, "How does parental involvement impact student progress for primary students in Tier 2 and Tier 3 reading intervention?" This dissertation addresses that question. Three research questions were developed to determine the impact of parental involvement on specific grouping of students. This positivist method, quantitative research study shows that parental participation in informational meetings designed to foster learning at home has a statistically significant impact on some, but not all, student groups. Students were broken into the following groupings: Ethnicity, Title 1, Tiered reading level, grade level, and parent participation. Standardized pre- and post-tests were used to determine reading growth. The paper is concluded with suggested future studies including: looking more closely at parental follow-through on implementing strategies, considering the viability of the school's curriculum at each grade level, and checking for a correlation between parental reading struggles and potential struggles of children. This research adds to the current body of knowledge by determining the effect of parental involvement on reading scores of primary-aged students to determine which groups showed the greatest increases. [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.]