Kindergarten students at-risk for reading difficulties were selected for participation in a reading program. Each parent provided instruction to his or her child using the reading program Teach Your Child to Read in 100 Easy Lessons (TYCTR). Parents were expected to use TYCTR with their child 15 minutes a night five nights a week. The intervention consisted of parents teaching 15 letter sounds and phonemic awareness skills within 30 formatted lessons. The experimenter assessed students daily at the school to measure correct words read on sentence list sheets. The experimenter also recorded categories of parents’ questions and comments and classification of experimenter response once instruction was over and teaching began. A multi-probe multiple baseline design demonstrated increased words read correctly and decrease words read incorrectly. Parents had a high rate fidelity following the steps of each lesson to their child. Discussion and implications for future research are presented.