A study surveyed adults with literacy problems and evaluated the Parents-as-Partners-as-Learners project. Eighty English-speaking adults in the eastern townships of Quebec, Canada, were interviewed concerning their literacy problems. Results indicated that health and social problems were identified by the adults as the major impediment to learning; and that adults with more relatives identified as having learning problems were considerably more negative about their experiences in school and less ready to identify themselves as having intellectual problems. The effect of the Parents-as-Partners-as-Learners project on children's oral reading was examined. First- through fifth-grade children in two school districts in Quebec were administered the Slosson Oral Reading Test before and after either 4- or 8-week intervention periods. Kindergarten children in Waterloo School were also included: parents were asked to read to their kindergarten children and to respond to a brief survey. Results indicated an overall positive change in oral reading levels and reading attitudes. Findings suggest that the program: (1) turns the spotlight onto family reading; (2) points out the connections between poor reading at school and what is happening at home; (3) can raise oral reading scores; (4) can increase positive reading attitudes; and (5) opens doors to discussion of literacy programs with poor or non-reading parents. (Six tables of data are included; 11 appendixes of maps of school districts, survey forms, and results of the Slosson test are attached.) (RS)