The reading development of six preschool children who learned to read at home without systematic instruction was studied in depth using the case study method. The main objective of the study was to ascertain (1) if there was an identifiable process by which these children learned to read and (2) the role of the parents in these children's early reading acquisition. Findings indicate an evolving process of reading acquisition for each subject; a strong similarity in the process of reading acquisition across subjects; development taking place across several sequential steps or stages; and the influence of parents in developing children's reading ability, although their help seemed to be mostly spontaneous, intuitive, and unplanned. Based on findings, a model is proposed that describes possible stages in the reading development of preschool children who learn to read without systematic instruction. (Author/RH)