A reading comprehension model including motivational (self efficacy) and attitudinalcomponents has been validated in the context of external assessment inBelgium (French speaking regions). This model has been validated among twocontrasted samples of eleventh grade students. This model underlines the keyrole of reading self-efficacy on reading attitudes. These ones are directly correlatedwith reading achievement. Our results lead to develop reading activitiesrelying on reading self-efficacy and on reflexive analysis of what makes a text difficultfor a particular reader.