We present analyses on the relationship of reading instruction and reading engagement of fourth grade students. Engaged readers have positive attitudes toward reading, seek out texts, and make time to read them (Guthrie & Wigfield, 2000). Reading engagement is of particular relevance for reading research: Both NAEP 1996 and PISA 2000 show that more highly engaged readers have substantially higher reading scores than the less engaged (Campbell, Voelkl, & Donahue, 1997; Kirsch et al., 2002). Recent analyses with PIRLS 2006 data reveal the same for fourth-graders in Germany and Sweden (Goy, Strietholt & Bos, 2009). Based on our nested factor model of reading engagement (Goy, Strietholt & Bos, in prep.), we aim to identify modes of instruction that promote reading engagement. According to Guthrie (2008), there are several motivational dimensions that should be addressed when teaching for reading engagement of middle and high-school students. To analyze whether these variables are significant and relevant in explaining the reading engagement of fourth-grade students, we employ multilevel latent variable models based on data for PIRLS 2006 Germany. Further, our results will inform the design of longitudinal analyses of reading engagement within the new National Educational Panel Study (NEPS) in Germany.