Levine and Turner (2001) were studied reading habits in the school environment and outside the school and obtained interesting results. Results showed that reading habit in school predicts 35% of the variance comprehension and reading habits outside school predicts 36% of the variance in comprehension. Wedin and Dalarna (2005) base on their findings on Tanzania students’ pointed to the role of reading activities outside the school as an important factor for the power of understanding comprehension. Folkesson and Swalander (2007) in their study looked for the effects of home literacy, writing and self- concept on comprehension as three variables. Results indicated a significant function effect of writing (0.44) and a significant function effect of self-concept (-0.30) on comprehension, but the impact of home literacy activities which is consisted as reading outside of school was not a significant.