Influence of Home Environment on Reading Habits of Primary School Pupils in Kaduna State

This study investigates how the home environment influences reading habits among primary school pupils in Kaduna State, North West Nigeria. Literacy development at the primary level is foundational to long-term academic success, and the home environment, including parental literacy, availability of reading materials, and domestic reading culture, plays a decisive role in shaping early reading behaviours. Using a descriptive survey design, the study sampled 300 primary school pupils across six schools in Kaduna North and Kaduna South Local Government Areas. A researcher-developed home environment checklist and an adapted reading habits questionnaire were administered to pupils and their parents. Data were analysed using Pearson correlation and simple linear regression. Findings indicate that homes with higher availability of books, newspapers, and educated parents correlate significantly with better reading habits among pupils. Children from homes where parents engaged in daily reading demonstrated stronger intrinsic reading motivation. Conversely, homes characterised by limited literacy materials and minimal adult reading modelling were associated with poor reading habits. These results are consistent with Bronfenbrenner's ecological systems theory, which emphasises the microsystem's influence on child development. The study recommends that school authorities in Kaduna State initiate book-lending programmes that extend into homes, while parent-teacher associations should conduct reading promotion campaigns targeting households with low literacy environments. Keywords: home environment, reading habits, primary school, Kaduna, literacy development.