This contribution presents the outcomes of multilevel analysis in the context of the Progress in International Reading Literacy Study (PIRLS) 2001 that are unique in Germany so far. The PIRLS survey 2001 revealed that in Germany especially pupils with a low socioeconomic status (SES) and with migration background have a significant lower reading achievement of more than one school year compared to pupils with a high SES and without migration background. The PIRLS survey 2006 evidenced that, although this difference did reduce over the years, there is still a disadvantage for those pupils’ reading achievement of more than one school year.
Thus, one of the main research questions of this work was, if there are certain concepts, strategies and methods of teaching, which contribute to a better acquirement of reading achievement of pupils with low socioeconomic and migration background.
As a result of the analyses certain aspects of teaching could be identified that contribute to a better reading achievement of those pupils.