The research objective is to conduct a comparative secondary analysis of PIRLS-2006 data of Russia and of two groups of countries: group-like Russian Gross National Income and group-like Russian reading achievement in PIRLS-2006. There are five countries in the first group: Bulgaria, Macedonia Rep. of, Qatar, Romania, Trinidad and Tobago. There are five countries in the second group: Canada (Alberta), Canada (British Columbia), Hong Kong SAR, Italy, Singapore. The core purpose of the study is to reveal the main factors which affected Russian students’ achievements and the comparative weight of each factor. The main research question is: What are the relationships between the characteristics of students and schools on the one hand and students’ outcomes on the other hand? Regression analysis with a preliminary factor analysis was carried out. Independent variables were identified from the contextual questionnaires (Student, Home, Teacher and School) through both the explorative factor analysis data and the indexes developed in PIRLS. We have 23 variables included in regression model. Dependent variable was the overall reading achievement. It was found that only 11 variables were statistically significant at one percent level. They were: 1) Home policy concerning reading, 2) Home educational potential, 3) Students’ Reading Attitudes, 4) Students’ Reading Self-Concept, 5) Students’ reading aloud in class, 6) Students’ usage of Internet outside of school 7) Student reading for Information outside of school, 8) Gender of student, 9) School’s climate, 10) Teachers’ level of formal education and 11) Number of years Teaching. These variables explained about 30% dispersion. The results indicated that the characteristics of home, school and teacher have uneven impact on student outcomes: home characteristics composed the greater part of explained variance (about 70% of explained dispersion), while impact of school and teacher factors were surprisingly small. It was found that some factors had inverse negative relationship with students’ outcomes (they are: Students’ usage of Internet outside of school and Student reading for information outside of school). Factors with negative impact on Russian students’ achievement have also negative effects in two groups of countries: group-like Russian Gross National Income and group-like Russian reading achievement in PIRLS-2006.