This study examined the effects of a parent-delivered direct instruction reading program, on the early literacy skills of first graders at risk for reading problems. Participants were children from low SES backgrounds in a rural school district and were considered at risk for reading problems. The children's parents were taught to use the reading curriculum and asked to deliver 100 twenty-minute daily lessons. A time series multiple baseline across participants design, using fluency measures of phonemic awareness and reading as dependent measures, showed that the children who completed the program made strong gains in their reading skills. Parents indicated that they were well able to implement the program, and found it to be acceptable for use with their children.