A study examined the correspondence between parent involvement and second graders' reading achievement. It also examined the relationship between students' IQ scores and their reading achievement. Evaluation instruments included the SAT and the O-LSAT. Parents completed a parent involvement questionnaire, and two key informants were interviewed. The study, conducted with 22 second-grade students and their parents in rural southeastern Ohio, concluded that no positive significant correlation exists between parents' involvement and students' reading achievement nor do students with higher IQ scores necessarily have parents who are more involved in their education. The study further concluded that students with higher IQ scores tend to score higher on reading achievement. (Six tables of data are included. A questionnaire and interview questions, as well as an 11-item bibliography are attached.) (SAM)