In PIRLS 2006 Latvia has the 6th largest gender gap in reading literacy scores. The objective of the paper is to find out reasons behind boys’ low achievement. Different structural equation models are analyzed to find out which factors influence boys the most. Knowing that, decisions can be made what might help to increase boys’ performance. The proposed hypothesis is that boys and girls are differently affected by the same factors. The research question is: which factors have greater impact on boys reading achievement? The objective of the paper is to help improve reading literacy level of boys in Latvia. Methodology: In this research PILRS 2006 data are used. Latvian results are compared with data from several other European Union countries. Mainly structural equation modeling is done based on achievement scores and student and parent questionnaire data. Several latent variables were formed, e.g., socioeconomical status, achievement, attitude towards reading and reading in family. Conclusions: Boys are more affected by attitude towards reading and future expectations while girls have higher scores if they just like reading. Also parents’ education and number of books at home influence boys more than girls. So a recommendation for teachers is to convince boys about how important reading is for the future life and to excite them about this activity. Perhaps there is not enough attention to “boys’ literature” payed in schools in Latvia.