This paper is part of a wider survey in which we identify groups of readers aged 10 to 11. The paper presents the findings on the observed affective variables (attitude and motivational) of different groups of readers. The results show that individual's attitude towards reading has the impact on reading comprehension and vice versa, better reading comprehension represents a higher possibility for an individual to choose to read. All identified groups of poor readers read less. An insight into individual's perception of their own reading abilities indicates some particularities; the group of children with difficulties in reading comprehension, but a good decoding evaluate their reading abilities higher than children with dyslexia, who manage to compensate their decoding problems and show good reading comprehension. The results show that the evaluation of the importance of reading is related to one's own perception as a reader, while the frequency of reading is more related to individual's reading performance. Affective factors may be the cause or the consequence of reading difficulties and cannot be overlooked while planning a support.