Sybille Werner

The development of schools into all-day facilities is also associated with the hope of improving the formal education of pupils. From the perspective of reading didactics, educational science, educational psychology, social pedagogy and school practice, the articles develop criteria for quality characteristics of reading promotion measures in schools and outline approaches to solutions for challenges in their implementation. The diverse relationships between learning to read and the teaching of reading skills at school are developed in a differentiated way through these different perspectives, opening up broad opportunities for the promotion of reading in all-day schools.