The aim of this study was to investigate differences, if any, in reading achievement among Swedish pupils 9 years of age with respect to school size and location. Data from the IEA reading tests for approximately 3400 children in 124 different schools were used for the analyses, which were carried out using a structural equation modelling technique. The multi-dimensionality of the performance on the tests, as well as the two-level character of data, was taken into account. The analyses, in which the influence of socio-economic factors was also controlled for, were carried out in several steps. The results showed no significant relationship between type of school and reading performance.