A study focused on the parent-child interaction and reading issues such as the correction of children's oral miscues, comprehension, and questioning techniques as the children and parents either took turns reading or as the parent listened to the child read orally from six multicultural selections. Subjects were four African-American second graders and their mothers, who were from a variety of socioeconomic backgrounds in a small Southern city. Parents participated in the study because it had to do with reading and they thought it might help their child in some way. Data were collected over a 6-week period using phenomenological inquiry and inductive analysis. Results indicated that although each of these mothers had a different approach to reading with her child, each was successful--each child was on grade level and found pleasure in reading. For each family, learning to read and reading well was valued. The mothers were doing what the teachers expected them to do in helping their children with reading. (Contains 29 references and a table of data.) (RS)