Description: The purpose of this study was to identify those factors that predict the reading literacy level of children midway through their elementary school careers in the Netherlands. The data used for this study were selected from the IEA Progress in International Reading Literacy Study 2001 and the Dutch national PRIMA Cohort Study. The PRIMA Cohort Study is a monitoring study conducted every two years and involves a representative sample of students in elementary education in the Netherlands. In addition to assessment of the students, background information was gathered on their homes and schools (Driessen, van Lange, & Vierke, 2002). In order to link the data from the PRIMA Cohort Study to the achievement scores of the students on the international PIRLS Reading Literacy Test, a sub-sample of the PRIMA cohort (i.e., 1483 fourth-grade students) also participated in the present (additional) study. These students completed the PIRLS Student Questionnaire, the PIRLS International Reading Literacy Test, and a Dutch decoding test ('Drie Minuten Toets'). In the present study, reading literacy was defined in terms of school-learned skills (decoding, language, and mathematics) and reading attitudes (reading motivation and reading self-concept). On the ECER, a series of structural models will be presented, with reading literacy predictors measured at the level of the student and at the level of the school. The final integrated model explained 70.5% of the variance in Reading Literacy and is presented in Figure 1 and Table 1.The fit of this model, was very good (chi-square = 255.32 (p = .000), GFI = .975, AGFI = .955, NFI = .960, and RMSEA = .041). The model clearly shows reading literacy to be mediated by reading motivation and school-learned skills in the domains of word decoding, language, and mathematics. The results also show six background variables to be significant determinants of fourth-grade reading literacy. Nonverbal intelligence and academic self-confidence were the most important predictors of reading literacy with - to a lesser extent - students' reports of reading at home and the degree to which parents were involved in school activities. School factors such as classroom climate and team climate were also found to be important predictors of reading literacy. The model was also tested for the data from groups of children distinguished according to gender and social background.