This study examined the role of motivational or attitudinal factors, such as achievement beliefs and behaviours, in learning to read before receiving formal instruction. A total of 200 Finnish children were examined at ages 5 and 6 and 1/2. Half of them (n = 107) had a familial risk for dyslexia. The results showed that those children who were verbally skilful at age 5 showed a higher level of task-focused behaviour at age 6 and 1/2. This task-focused behaviour then contributed to spontaneous reading acquisition. The impact of previous verbal skills on spontaneous reading acquisition was mediated in part by achievement behaviour.