Systematic reading support for pupils with low reading proficiency

In 2015 six Hamburg primary schools located in socially disadvantaged areas introduced into their timetables a dedicated reading slot, so as to foster the development of reading competence using empirically tested read-aloud methods. The success of the project prompted further schools to adopt the idea. This article introduces the project ‘Read along with me’, which ran from June 2022 to December 2023 in schools in the Gütersloh region. It linked the dedicated reading slot with regular reading assessments and a series of training events for teachers of first to fourth classes. Accompanying empirical research explored whether basic reading skills can be improved with the help of this systematic support. After 18 months considerable progress in reading skills was observed, regardless of gender, background or year group. No effects on reading motivation, reading self-concept or reading behaviour were observed, however. Preliminary data around quality of instruction raise further questions.