To reinforce school-based education efforts, increased attention is being paid to what happens when children are not in school, especially when they are at home. This report presents the key findings from a survey conducted in two regions of Senegal in April 2015 to determine the reading support that children receive at home. The survey sample was drawn from schools in which the Associates in Research and Education for Development (ARED), a Senegalese nongovernmental organization (NGO), is implementing a bilingual (French/Wolof) curriculum in grade 1 (designated as “CI” in Senegal) and grade 3 (CE1). Schools were selected from two zones in Senegal: (1) Kaolack, which serves as the intervention area; and (2) Rufisque, which serves as the control area.