Parent support for reading is one of the many elements that may play a role in the development and sustainment of children's reading motivation; to date, however, research has focused much more on the role that parents play in their preschool and primary-grade children's reading than in their older children's reading. Thus, this paper examines the findings and methodology of empirical studies concerning the ways and extent to which parent support for reading relates to the reading motivations and habits of students in the fourth through 12th grades. The review includes discussion of extant quantitative, qualitative, and mixed-method studies, theoretical models from the reading domain applicable to the socialization of reading practices, and extensive recommendations for future research. The dual purpose of this review is to present a sketch of the role of parents' in adolescents' reading motivation based on extant work and to encourage research that will help develop this sketch into a fuller portrait.