The findings of a community-wide effort to improve K-3rd-grade literacy engagement in an urban community in the United States are reported. Four elementary schools were chosen as data sites to collect assessment scores at three points in the year based on reading and literacy scores on the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) assessment to determine the impact of the programme. Student participants (n = 282) who were below benchmark were assigned a literacy volunteer tutor one to two days per week while other students (n = 129) who were below benchmark did not receive tutoring and received whole-class instruction. Findings suggested only slight increases in literacy development among students when parent and community volunteers were used as tutors. In addition, the lack of formal literacy training among volunteers is suggested as a potential reason for the limited impact of these volunteers. An analysis of the data from the three strategic collection points is discussed with implications for classroom parent and literacy volunteers.