The family as a social unit plays a crucial role in national development.
It is hardly possible to entrench o literacy culture in any society without the active support of the home. This study investigated the patterns of intro—family literacy activities among 300 homes in Ilorin, (Nigeria) categorised into three socio— economic groups. The data collected through a researcher—designed questionnaire were analyzed using percentage distribution. Certain similarities and differences were found in the literacy activities of the High and Medium Socio—economic status homes, while children from the Low homes were found to be disadvantaged in terms of both the poor status and process variables of their homes, and the danger of ”the literacy crisis syndrome” involving English, the mother—tongue and
Arabic in the muslim homes. Across the three categories of homes mothers were found to be more directly involved in the child’s literacy development than the father who may, however, be more ”educated”. It has therefore been recommended that women should be more educationally empowered as a way of achieving sustainable national development through healthy family literacy activities.