Chapters in this book describe how the home and the general environment contribute language and concepts and thereby condition a child to react favorably or unfavorably toward school and reading. The causes of reading difficulties are discussed to show that physical and psychological as well as social and instructional interferences may be involved. Interest and motivation play key roles in the energy a child brings to reading and thus should be searched out by the parent and the teacher to take best advantage of the kinds of books that will appeal to the existing drives of the child. The book also treats the very practical concerns of the parents' role--how early reading instruction should begin, successful methods some parents have used to teach children to read, facts about decoding, facts about comprehension, and ways that parents can help with reading instruction in school through the PTA or on their own. The articles also suggest ways in which teachers and administrators can encourage parents to participate in helping their children learn to read. (Author/TO)