In this paper the impacts of social, economical, and educational factors for the students' reading achievements are analyzed, using the student, parent, teacher, and school data of PIRLS 2001. The relationships and models are analyzed for three groups of countries: Eastern Europe countries (including Lithuania that is analyzed in more detail), English-speaking countries, and "Northern" countries. The first results (PIRLS 2001 International Report) and previous analysis (Johansone & Foy 2004) raised questions about the similarity of factors, which in different countries influence the students' reading achievements. We analyze some of these questions using the more in-depth analysis, including both the classical statistical tools as well as structural equations modeling (the main statistical software was SPSS 12.0 and AMOS 5.0). In particular, we find that home educational factors (including parents' education, home educational resources, and early home literacy activities) influence students' reading achievements in the similar way in all three groups of the countries, while there are differences between the groups of the countries in the influence of socio-economic factors, such as financial well-being of the family or school locality.