The scope of our research is provided by the international PIRLS 2006 and is related to the use of digital media of students in primary schools and at home. Since it is well known that the socioeconomic situation of the family and gender aspects have a great impact on students reading literacy achievement as well as on access to digital media and media use we discuss overlaps and interfering effects. First results indicate the important role of classroom teaching with digital media to accommodate adverse effects. Our main point is to explore the coherence between computer and internet use in classrooms and at home, reading motivation and reading achievement. Web-based reading occasions might be useful to increase boys’ motivation for reading. In accordance with this aim we focus on different didactical approaches and various types of media use. In addition to the international and national PIRLS 2006 ICT-related data we present findings from the German extension on this topic gathered within PIRLS 2006.