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The successful early acquisition of reading literacy represents a crucial learning process determining the further course of academic development . During this process, interactions between children and their proximal social environment are of utmost importance. Therefore, we introduce a systemic framework for the development of learning potential (e.g., , ; ) and explore the interactions between the social and motivational processes associated with reading literacy development in school-age children. We base our analysis on a representative Czech sample of fourth-grade pupils involved in the Progress in International Reading Literacy study (PIRLS, ). On the basis of the systemic framework, we hypothesized hierarchical relationships among family socioeconomic status, related developmental resources (including parental support, expectations, and reading resources), children’s reading motivation (including reading engagement and reading confidence), and manifested learning outcomes (including school grades and reading competence). We implemented three structural equation models to test the hypothesized relationships. The first model tested the direct effect of developmental resources on reading competence. The second model included the motivational variables as mediators between resources and competence. The third model included school grades as mediators between resources and motivational variables. Our analyses indicated the good fit of the proposed models. The final model explained 37.8% of the variance in children’s school grades and 46.5% of the variance in reading literacy test scores (compared to 34.8% in the …