A practicum was implemented over an 8-month period to improve the literacy development of sixth-grade poor readers in a regular classroom. The primary goals were to empower sixth-grade classroom teachers in supporting literacy development, to strengthen the communication bond between parents and teachers, and to increase parental involvement in the educational process. The staff development and parent involvement sessions were organized based on the needs of the classroom teachers and parents and offered 35 hours of professional in-service and 3 hours of parent in-service. The theme of the sessions was "New Approaches and Strategies in Teaching Reading to Poor Readers in the Regular Classroom." Results indicated that parents would be able to support the literacy development of children in school and at home if they were provided with inservice based on a needs assessment. Teachers and parents also strengthened their ability to work together as partners in support of children's learning. (Fifteen tables of data are included and 41 references are attached. Appendixes include 10 surveys, and components of the parent and staff development sessions.) (MG)