Abstract
The aim of the study is to describe the development of reading literacy in Germany from PISA 2000 to PISA 2009. Since PISA 2000, reading literacy has been a current topic of German educational policy and it has also been the interest of general public.
After a short theoretical introduction, the paper focuses on analyzing the students’ results in reading literacy from 2000 to 2009, stressing the crosssections such as the diff erence between the students of good and poor performance, diff erences related to social origin or gender and differences between German students and immigrants. In the next part, the main educational policy measures how to improve students’ reading literacy are presented.
In the summary, the paper reviews the development of reading literacy in Germany during the stated period. The study contains a partial comparison with the situation in the Czech Republic.