This article addresses how the family and school environment affects the reading habit of students and, therefore, their reading comprehension and social participation. It highlights that the reading habit is formed in the family before school; however, the school context also plays a crucial role. At home, the lack of frequent reading and socioeconomic level negatively influence the development of the reading habit. The school, for its part, should encourage reading for pleasure instead of focusing only on the fulfillment of tasks, although teachers often lack adequate strategies and passion for reading.

Studies indicate that, in Colombia, the reading habit is low due to factors such as the lack of resources and didactic planning. This is reflected in the PISA tests, which show results below the international average. Globally, although developed countries have better infrastructures to promote reading, they face challenges such as digital media competition and inequality in access to resources.

Therefore, home and school have a significant impact on the formation of the reading habit, and improving these influences can contribute to an adequate reading comprehension and social participation of students, that is why this bibliographic tracing motivates the research that is being developed in the urban area of the capital of Córdoba- Colombia; this research starts from the problematizing question that says How do the family and school environment affect the reading habit of students, leading them to have low levels of reading comprehension and preventing a better development in the Academic life?