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This publication is based on data from the Québec Longitudinal Study of Child Development (QLSCD 1998-2010). The results of compulsory exams in reading and writing in Grade 6 are analyzed in light of certain characteristics of the children and their family, school and neighbourhood environments. Also analyzed are associations between success rates in these exams and the status of the children’s development at school entry, as well as parental stimulation of reading and writing when the children were very young. The study population comprises children born in Québec who followed the regular path in the francophone elementary school system.