Abstract
Reading habits and attitudes towards a book are formed at pre-school age. In this respect the family is still the primary institution in the educational and socialization mechanism of the development of literacy, reading habits and attitudes towards a book.
The aim of this paper is to assess the influence of socio-cultural background in the family on children's reading. Using data from the research on parents "Rodiče a výchova 2010", we examine how a different home environments (families with tertiary education and working class families) influence the development of children's reading skills.
Then we clarify formation of pro-reading climate in the home environment (the availability of books at home, parent's reading, interaction between parent and child) and how children's reading affect academic performance in elementary school.