Background & Purpose  : This study was conducted to investigate the moderating role of the gender of the second-period elementary school students in the structural relationship between home literacy environment, parents' reading attitude, early reading activities, student's reading attitude, reading self-concept, and reading comprehension.
Method: the descriptive-correlation research method was used with the variance-covariance matrix analysis design and by using the questions of the 2011 PIRL test and a researcher-made comprehension test, the required information was obtained from a sample of 436 people were collected from fifth and sixth-grade students of Sirjan City who were selected by cluster sampling method.
Results: The results showed that the model of boys, and girls and the invariance model have a good fit with the data. The results showed that the direct effect of reading self-concept on reading comprehension and student's reading attitude, the direct effect of parents' reading attitude on early reading activities and home literacy environment, and the direct effect of home literacy environment on early reading activities is stronger in boys than in girls. The direct effect of parents' reading attitude on student's reading attitude and on reading self-concept and the direct effect of early reading activities on reading self-concept is stronger in girls than in boys. But among the other direct effects, there was no significant difference between boys and girls.
Conclusion: According to the results of the study, family, cognitive, and affective factors can have different effects on each other among boy and girl students at the elementary of the second-period.