Proficient reading is acquired through extended reading practice (Stanovich, 1986; National Reading Panel, 2000). Once phonological decoding is established, practice refines basic skills, and reading experiences enable children to transition from novice to expert. This aligns with findings that print exposure is a powerful predictor of reading outcomes in children. The influence of home literacy practices (HLP) on children's reading proficiency has been extensively documented. The current study addressed a gap in the literature by examining how visuo-attentional abilities can mediate the relationship between leisure time reading and reading outcomes. Home literacy practice could be an effective mechanism for promoting the development of reading-related abilities, particularly those not explicitly trained in school, such as visuo-attentional abilities. A total of 198 French children spanning grades 1 to 5 completed standardized assessments of visuo-attentional (DEM test) and reading fluency (Alouette test), and their parents reported the time children spent reading for pleasure at home. Our results, in line with previous studies, provide evidence of direct links between reading fluency, leisure time reading, and visuo-attentional abilities. However, we did not find evidence that visuo-attentional abilities mediate the relationship between leisure time reading and reading fluency, although the mediation effect approached significance (p = .08). Several considerations are discussed to overcome the limitations of this pilot study, such as increasing the sample size, including more explanatory variables, or using more objective measures of home literacy practice.