Read the Foundation, Read the Study of the Foundation, the time and the German Railway Foundation

Read the Foundation, Read the Study of the Foundation, the time and the German Railway Foundation

Lecture study by Stiftung Lesen, DIE ZEIT and Deutsche Bahn Foundation

On the occasion of the nationwide reading day, the Stiftung Lesen in cooperation with DIE ZEIT and the Deutsche Bahn Foundation is carrying out a study with changing topics on reading aloud in Germany.

Here you will find information and download options for all studies of recent years.

Lecture Study 2019: Reading aloud: more than just reading!

Prepare and support reading practice through language-stimulating activities in families

Many parents take the concept of reading aloud too narrowly and think that this always includes a printed book with a lot of text. If parents look at Wimmel books together with their children or read texts from the e-reader, 23 percent do not read this as reading aloud. Looking at babies’ simple picture books is not one in every fifth respondent – although it is precisely these impulses that are important to the development of children right from the start.

Around 32 percent of all parents in Germany read their children too seldom or never before in their reading age of two to eight years. This value has not changed since 2013. Parents with formally lower education in particular read too seldom or never before (51%) and, moreover, have a particularly conservative reading concept.

The study also found that working mothers read more than non-working mothers. In comparison, 27 percent of working mothers read too seldom, compared with 39 percent of non-working women. Fathers continue to devote too little to reading aloud, 58 percent of them seldom or never read.

You can download the complete results of the lecture study in the download area.

Lecture Study 2018: Regular reading makes elementary students easier to read

Read out: Unassailable start-up capital

Around 78 percent of the children who were read several times a week or daily read learning is easy. For the others, according to their parents, this is much less the case (50 percent). If you ask the children themselves, even more than half of the primary school students with little reading experience are frustrated because reading them takes too long (52 percent), compared to only 28 percent of those who have been read regularly.

The children were also asked which extra-curricular offers for reading promotion they know at their schools. Nationwide, almost one in four elementary school students (23 percent) could not cite a corresponding characteristic – that is, neither libraries or shelves where books can be lent, reading corners or book AGs.

When asked what they enjoy at school, 57 percent of children call reading. More often mentioned are practical contents such as nature / environment (77 percent) and research / experimentation (67 percent) or painting / crafts and sports / movement (61 percent each).

You can download the complete results of the lecture study in the download area.

Matching story collections for children in their first year of primary education can also be found on the right side of the page.

Lecture Study 2017: Reading aloud – but from when?

Majority of parents start reading too late

55 percent of all parents do not read their children regularly during the first twelve months. In 28 percent of families, this is not the case even within the first three years. These are the main findings of the Vorlesstudie 2017 by Stiftung Lesen, DIE ZEIT and Deutsche Bahn Stiftung, which for the first time collected representative data for reading aloud at the age of three months to three years.

However, the study also shows that a good, versatile education of their children is particularly important to the parents surveyed. This is most often referred to as an educational goal (86 percent), and even good behavior and money management (83 and 79 percent). Good reading skills are especially important to 71 percent of parents, almost as many as a healthy lifestyle (72 percent). And: 91 percent of the interviewed parents ascribe to the reading a great or very large impact on the development of children.

However, a good third of parents do not know exactly when is the right time to start reading. Almost as many regard their child’s ability to concentrate as a decisive prerequisite. A quarter of parents who read to their child in their first year of age find it difficult to make the right book selection.

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Christina Cherry
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