This study examined elementary school students' perceived support for recreational reading from their mothers, fathers, and friends. Participants, including 130 fourth graders and 172 fifth graders, completed the researcher-developed Reading Support Survey, which assesses how often children experience and how greatly they enjoy multiple types of reading-supportive behaviors. The survey was based on a synthesis of quantitative, qualitative, and mixed-methods research on older children's experiences of support for recreational reading. Theories emphasizing the importance of social factors in the development of reading motivation and attitudes and domain-general theories of motivation and social support also influenced the survey design and study hypotheses. Perceived reading support showed four underlying dimensions, two reflecting source of support and two reflecting type of support as the organizing element. Hierarchical multiple regression analyses demonstrated that perceived parent and friend support each contributed uniquely to the prediction of multiple dimensions of self-reported reading motivation and frequency, controlling for reading achievement, gender, and grade level. Children perceived greater reading support from their mothers than from their fathers or friends. There were few differences in perceived reading support, reading motivation, or habits by gender or grade level. The findings of this study expand the research base on the relations of children's experiences of parental support for reading with reading motivation and activity, which has largely focused on preschool and primary-grade children, to older children. (Contains 11 tables.)