A parent-child reading project was implemented in an urban child-parent center classroom for 4-year-olds. Although the children represented a variety of ethnic and cultural groups, they all came from families of limited economic resources. The purposes of this project were to emphasize the importance of shared storybook experiences at home and at school, and to provide opportunities for parents and children to increase the frequency of shared storybook experiences. Planning the project involved establishing a classroom lending library and scheduling times for parents to come to share books with their children in the classroom. The outcomes that resulted from establishing the lending library were: parents assisting their children in returning and checking out books; parents taking the initiative to sew book bags and illustrate them; and parents donating books. Children's interest in reading, their listening skills, and their vocabulary increased as a result of parents reading aloud to them in class. Monologue, Echo Reading, and Dialogue were the three distinct reading styles identified from analyzing videotapes of parent read-alouds. Each of these approaches was effective in keeping children engaged in the storybook experience. Results indicate that parent-child reading programs can encourage partnerships between parents and teachers to enhance the literacy development of their children. (BAC)