Reports on a project in which parents were involved in the teaching of reading to children who had been variously identified as remedial, dyslexic, or backward. Concludes that the project was successful. (DF)

Describes a program in which parent volunteers tutored disadvantaged students in reading. Shows how such tutoring is beneficial to both students and parents. Provides insights into ways of coordinating and supporting volunteers. (EL)

Describes the development and content of a program for parents designed to present the need for parent-child book sharing and to familiarize parents with outstanding book titles, sources, and criteria for book selection. (HTH)

Describes ways to involve parents in supporting quality reading instruction through communication and activities. The New Haven (Conn.) Public Schools used school book lending, newsletters, school-sponsored family nights, daytime parent visitation, and other strategies to increase parent participation. (SRT)

Describes a 10-week reading program that paired students and parents as reading partners. Concludes that the program was successful because the children's reading scores improved measurably and parents felt the program was worthwhile. (SRT)

Describes a program designed to train parents to help in their children's literacy development. Examines the typical parent enrolled in the program and explains how teachers can use program information to better meet the needs of students with literacy deficiencies. (EL)

Discusses an approach to early reading instruction that emphasizes "real" books and parental involvement. Contains a list of "dos" and "don'ts" for use by parents in helping their children read. (DF)

Describes a project in which parents were asked to write comments about the picture books their children were reading at home. Contains samples of parent comments. (DF)

This paper provides an overview of the Waterford Early Reading Program (WERP), which is designed to shift teaching and learning away from remediation and failure to prevention, early achievement, and sustained growth for every student. WERP includes three levels of instruction: emergent, beginning, and fluent readers. It targets pre-K through…

Articles in this journal issue focus on reading acquisition and instruction. The titles and authors are as follows: (1) "10 Good Ways to Involve Parents in the Reading Program," by Nickolas Criscuolo; (2) "A Parent Guide for Helping the Child with A Reading Disability," by Frederick Duffelmeyer and Dale Baum; (3)…