Thesis (M.A. (English)) -- University of Limpopo, 2015 / This study seeks to determine the support of reading–literacy provided by homes of grade six learners in some Limpopo primary schools, which assists them in learning to read, and particularly to read with understanding. This study adopted a qualitative approach. The case study design was used. Twelve learners and twelve parents of the chosen learners served as participants to this study. Three data collection instruments were used. As the researcher wanted to first determine good and poor readers a comprehension test was designed by the researcher in order to select the learners. After learners had written the test an interview guide was given to the learners to establish different kinds of reading related activities which learners engage in with their parents. Lastly a check list was issued to learners and parents to assess parental involvement in learners’ reading literacy development. Findings of the current study are that some learners do not receive the parental support they need in order to develop reading literacy. As a result, many learners fail in school because they are illiterate. It is suggested that in order for learners to improve in their reading literacy parental support must be encouraged in South African schools. School programmes must be designed in a way that it inculcates parental support. And most importantly parents need to be made aware of the crucial role they play in their children’s reading literacy development. Key words: Reading literacy, multiple literacy, parental support and home literacy.