Recognizing that affective factors related to learning can be measured and that attitude influences learning, this study investigated the relationship between parental attitudes and children's reading ability. A short form, self report parent questionnaire was administered to 107 sets of parents whose children had been referred to a diagnostic center for reading disabilities. Results of the questionnaire indicated significant but low correlations between the parent attitude scores and the child's verbal intelligence and reading achievement. Both mothers and fathers rated reading as important for business and homemaking success, with more emphasis on reading for homemaking success. There were no consistent relationships between parental sex, age, occupation, or educational level, and the perceived reading problems that occurred within the family. Further research that would include extended parent interviews is suggested. (Author/MAI)