S ummary . This paper reports findings from an explanatory study of home background, affective and behavioural factors which influence students' reading achievement, for a sample of 5000 students (age 5–14 years), drawn from government and non‐government schools. Results of structural equation modelling of the data indicated that regardless of family socio‐economic status, age and gender, “Reading Activity at Home'‘ had significant positive influences on measures of students' reading achievement, attitudes towards reading and attentiveness in the classroom. The findings are discussed briefly in terms of their policy implications.
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Kenneth J. Rowe (1991) studied this question.