This paper brings together data on national policies for improving reading achievement with student reading outcomes according to the OECD Programme for International Student Assessment (PISA) 2009 data. It is based on a two-step analysis. Firstly, the prevalence of national policies for improving reading achievement (i.e., specialist reading teachers, national tests for identifying individual learning needs and curriculum guidelines on reading comprehension strategies) is described in 32 European countries. Secondly, a three-level regression analysis is performed in order to assess the relative impact of the analysed national policies. The results indicate that the provision of reading specialists for providing targeted support to students with difficulties and advice to teachers seems to be the most important measure. Moreover, central level regulation by education authorities can be an effective way to assure the right to a reading specialist for every student in need.