Study of the Relationship Between Parental Involvement and Reading Habits of Primary School Pupils in Kaduna State

Parental engagement in children's learning activities, including reading, is a significant predictor of literacy development and academic readiness, and its relationship with reading habits in North West Nigerian households warrants descriptive exploration. This study examined the relationship between parental involvement and reading habits among primary school pupils in Kaduna North Local Government Area, Kaduna State. A correlational survey was conducted among 240 pupils from primary four to six in eight government schools, with data collected through paired pupil and parent questionnaires. The Parental Involvement Scale and a Reading Habits Survey were administered. Pearson correlation and regression analysis were applied. Results showed a significant positive relationship between parental involvement and reading habit frequency (r = 0.54, p < 0.001) and reading variety (r = 0.48, p < 0.001). Parents who read at home regularly were significantly more likely to have children with established reading habits. Parental reading involvement was low overall, with only 33.8 percent of parents reporting daily engagement with their child's reading. Boys showed marginally lower reading habit scores than girls, but this difference was reduced when parental involvement was high. Home literacy environment quality significantly mediated the parental involvement-reading habit relationship. The study recommends parent education programmes delivered through schools, reading-focused family counselling initiatives, and home-school collaboration frameworks in Kaduna State primary schools. Keywords: parental involvement, reading habits, primary school pupils, Kaduna State, home learning