The rise of aliteracy, the burgeoning impact of crowded leisure time for children, and the increasingly complex daily lives of parents all impact on promoting reading for pleasure (RfP) requiring how parents value RfP to be considered in sympathetic and sustainable ways. By investigating parents’ experiences, this qualitative research elevated the voices of parents as they considered promoting a passion for reading in their children. The research is underpinned by the social constructivism of Dewey (Dewey, The Educational Forum, 50(3), 241–252, 1986); Giles & Eyler, Michigan Journal of Community Service Learning, 1(1), 77–85, 1994) and the support of Bronfenbrenner (1979). The ecology of human development: Experiments by nature and design. Harvard University Press.) ecological systems theory. Parents in regional south-east Queensland were interviewed to examine their approach to promoting reading for pleasure with their children and to ascertain their recommendations for supporting other parents. Parents’ perspectives are examined using interpretative phenomenological analysis (IPA) methodology. Comparison and contrast grids (Hramiak, Journal of Interactive Online Learning, 4(2), 83–93, 2005) were used to analyse the data. The value of hearing participants’ voices (Harreveld, 2004) throughout the study provided the connections other parents can use, and teachers can support, to create a passion for reading applicable to other contexts. The focus of this instalment is on how parents are or feel valued in the promotion of RfP and the strategies informed by these reflections. To effectively support parents, the principles of adult learning and acknowledging parents’ unique funds of knowledge were investigated. The lack of parent voice is evident in the literature, hampering the recognition of parents as they promote a passion for reading for their children.
