This article presents the results of a study comparing the interventions of parents of kindergarten students who had either strong or weak phonological awareness. A sample of 88 students (44 in each group) was formed using the results of an evaluation of 234 kindergarten students, which included six phonological awareness tasks. The parents of the students who had either strong or weak phonological awareness were given a questionnaire about the phonological awareness interventions and observations they made at home during a reading activity using an alphabet primer. The comparisons of the two groups revealed that the parents whose children had a strong awareness of phonetics do more phonological awareness activities at home with their children than the other parents do. Moreover, observations of these parents while they read an alphabet primer with their child, revealed that they made more interventions and encouraged their child to read and write (spell) words more often.