Abstract
Qatar has rapidly expanded its education system, but outcomes are lower than comparable countries. This article explores factors outside of formal education that influence learning, namely parental educational attainment and household libraries. Evidence shows associations of these traits with positive reading habits, yet limited research is available for Qatar. We analyze data from a case study of a sub-population participating in a home reading program. Findings align with the literature on the positive role of educational attainment on reading habits of adults and children. We also show that effective interventions can reduce this influence, thereby reducing the gap between households with different levels of educational attainment. Home libraries were associated with higher educational attainment (and hence reading habits), but this association was not sustained after the intervention. We recommend scaling initiatives to include broader participant populations and diversifying tertiary educational programs to raise educational attainment over the longer term.
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