This study examined the relationship between familial engagement in helping their child learn to read with early-literacy lessons and reading and that child’s reading and writing achievement. Results showed higher reading and writing achievement correlated with engaging in more home literacy activities. Parental help or monitoring of home literacy activities was greater for low-achieving than for high-achieving readers or writers. Children engaged more minutes per week in reading than writing activities at home, but parents provided more help with writing and reported computers were used more for homework than for school literacy instruction. This research can help inform school practitioners who engage in problem-solving consultation with students’ families on how to improve reading and writing achievement in students’ academic careers.