This study investigated the efficacy of a method of parent training and parent reading tutoring that built on past research. Parents of five first-grade children who were reading below grade level participated. Parents were trained to implement a tutoring procedure that included modeling, practice, phonics, fluency building, accuracy building, comprehension, and reinforcement components. Assessment of audiotape recordings and permanent products indicated high levels of treatment integrity. A multiple baseline across participants design was used to assess the results. Four of the five children exhibited an increase in words read correctly per minute on tutored reading passages. Issues that arose in the implementation of this study are discussed, as well as research regarding how to tailor home tutoring procedures to parent-child dyads.