The focus of this study was to investigate the influence of parental involvement on kindergarten learners' reading readiness. Questions addressed were (a) To what extent does parental involvement influence kindergarten learners' reading readiness? (b) How do parental socioeconomic factors contribute to kindergarten learners' reading readiness? (c) How does the availability of state-sponsored reading programs assist parents in becoming more involved in kindergarten learners' reading readiness? (d) Can parental involvement, demonstrated in effective communication and collaboration with schools, influence kindergarten learners' reading readiness? and (e) What part does technology play in relation to parental involvement and kindergarten learners' reading readiness? Although many researchers have already explored these questions, it was still not known to what extent parental involvement impacted kindergarten learners' reading readiness. This study was aimed at identifying existing gaps that were not yet studied, the possible causes of those gaps, and recommendations to bridge them. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]