The present study addresses the question whether and why Turkish children with German as a second language have lower reading comprehension than children with Bosnian or Albanian as a first language. Additionally, the influence of socio-economic status, cultural capital and the familys learning environment on childrens reading comprehension will be investigated. To this extent, reading comprehension on word, sentence and text level in German language of 440 3rd graders were assessed with the ELFE 1-6 (Lenhard & Schneider, 2006). 333 children spoke German as a first language, 31 had Bosnian as a first language, 48 Albanian and 28 children had Turkish as first language. Socioeconomic status was indicated by the current employment of the parents. Cultural capital was operationalized by the parents level of education and the number of books available in the household. The learning environment of the family was indicated by the apartment size, the number of children in the household, media consumption and the family members reading frequency. The results showed that children with German as their native language had a higher reading comprehension than children with Bosnian, Albanian and Turkish as a first language. Moreover, children with Turkish as first language showed a lower reading comprehension than Bosnian and Albanian children. Further analyses showed that socioeconomic status, cultural capital and the familys learning environment partially predicted reading comprehension, when controlling for first language.