This study examined the feasibility of a parent-toddler reading program offered as a community-based intervention in one urban and one rural community with widespread poverty and low educational attainment. Fifty-eight families including 61 children, most of whom were 2 or 3 years of age, participated. During the intervention, parents learned an interactive style of reading with their children. Through interviews and pre- and post-intervention assessments, the study measured the parents' interest in the program, determined if the program actually increased home literacy, and if the child's language skills were improved. Results indicated that the program was welcomed by both communities in which it was offered. Following the intervention, parents reported that their children enjoyed reading more and read more on a regular basis. The parents also reported that their child's cognitive and linguistic skills had improved. The study offered suggestions to adapt this reading program to other areas. (Includes a sample of the questionnaires used to poll the parents and a copy of a blank certificate of excellence for participating children. Contains 73 references.) (DCP)