Findings from an explanatory study of the relationship between inattentiveness in the classroom and reading achievement are reported for a sample of 5,000 students (age, 5-14 years) drawn from a normal school population. Results of structural equation modeling showed that regardless of family socioeconomic status, age, and gender, students' inattentiveness had strong negative effects on their achievement as well as on their attitudes toward reading and reading activity at home. Moreover, the findings indicated strong reciprocal effects, suggesting that whereas inattentive behaviors lead to reduced achievement, reading achievement--mediated by attitudes and reading activity at home--leads to increased attentiveness in the classroom. The strategic implications of the findings are discussed.