By using Taiwanese 4,589 fourth-graders data from the Progress in International Reading Literacy Study (PIRLS) 2006, this study probed the influence of parental educational level, parental reading attitude, and current home reading activities on students’ reading attainment. With the multiple-group analyses of structural equation modeling (MGSEM), we also examined the equivalence of these influential relations across gender. The results indicated that the hypothesized model was fitted data separately in male and female groups, and the strengths of relationships among the variables were similar. Parental education level substantially and directly linked to students’ reading attainment. Its indirect effect only mediated by parental reading attitude and it was weak. Based on the research findings, the researchers address suggestions pertaining to reading research in Taiwan.