In the present project we both intend to encourage and demand reading aid in communication, taking in and perfom information, documentation (also media-aided) examing facts and own thoughts and feelings as well as reflecting written statements of others. At the same time we want to have a close look at the pupils reading motivation. By interchanging their reading preferences, becoming aquainted with texts and customs from foreign countries (e.g. traditional fairy tales), trying out different methods of improving their personal reading skills and abilities, students learn that reading can be a pleasure. Further on, they will realize that practice, concentration, attent readiness and interest are essential for their own progress. Concerning the studens, the objectives of the project are mainly the developement of reading skills and abilities. Increasing reading motivation and to confirm reading comprehension. The students should realize that both, ability and readiness to read are important basic requirements for their own holistic development. Teachers' goals are to continue their (own) education are "reading in class", reflecting and evaluating their way fellow teachers from their partner schools (Italy, Greece, Spain, Germany). Thus all participants make profit from one another to improve the quality of their methods of teaching. During the project teaching examples or ideas from different partner schools are regularly contributed. They can be used for individual topics, e.g. reading methods, favourite literature fairy tales and then tried out and evaluated. At first, methods of reading practice are carried out and evaluated. The subject of fairy tales will also be handled with more comprehensiveness. In order to give pupils a framework in which they regard contents and thus make own impressions they may improve their personal reading skills in an interest-driven way. At least one fairy tale which is well known in all participating countries will be handled in terms of contents and language. So, through the interchange of typical fairy tales the children gain an insight into the culture of foreign countries. Throughout the entire project period, there is a lively interchange on various methods in order to improve reading skills so that both, teachers and pupils, will have a range of methods at their disposal. The individual methods will be handled in four phrases. 1. Theory (coming aquainted with the method) 2. Sitting in on classes (in which the respective method has already been introduced) 3. Implementation in the own class 4. Evaluation and reflection of the method by pupils and teachers In the end, each participating school will have a wide selection of methods, addresses of cooperation partners in their home area, and concrete project opportunities. In an adapted form, they may be used to promote reading skills, reading abilities, and reading motivation. As a further result, there will be the "fairy tale book", which shall include traditional fairy tales from all participatin school as well as a travel diary as a result of the project mascot " A bookworm on the road". For the long term, participating in the project will support the development in the involved schools. Even after the conclusion of the project all teachers can have all the results of the project at their disposal, e. g. videos, photos, the method catalogne, read texts and so on. By getting to know each other cultures the children will become open minded towars cultural diversity.
In the present project, reading as a central means of communication was challenged and promoted through various implementations. In addition, the children's motivation to read was examined more closely. Sharing their reading preferences, getting to know texts from other countries, trying out different methods to improve their own reading skills not only made reading fun for the children, but also made progress in their reading skills transparent to them. Likewise, the students realized that both knowing how to read and wanting to read are important basic prerequisites for holistic personal development. Goals concerning the teachers were the further education and training of them on the topic of reading in the classroom, the reflection and evaluation of their own teaching, as well as the exchange of experiences with colleagues from the partner schools in order to benefit from each other's expertise. All four participating schools are familiar with different methods of teaching reading, but knowledge and skills were enhanced by the opportunity for international exchange. During the project, concrete teaching examples were constantly provided by each of the partner schools on predefined topics (methods of reading, favorite literature and fairy tales), which were tried out and evaluated in joint video conferences. First, several methods of reading were carried out and evaluated. In the further course, the pupils presented their favorite books in different ways (book in a shoebox, reading roll, etc.). The book presentation of the children was very motivating and gave the students the opportunity to discover new books. In the course of the book presentations, a survey of the elementary school children's favorite literature was also conducted, from which conclusions could be drawn about the literary interests of the students. As a result, the school library was expanded accordingly and possible teaching literature was adapted accordingly. Based on the topic of fairy tales, the above-mentioned reading skills were developed in an interest-based manner by treating at least one fairy tale known to all students on a cross-national level in terms of content and language. This gave the students an insight into the literary culture of the other countries. Through the lively exchange about different methods of reading, a method pool was created that is available to both the children and the teachers. The individual methods were dealt with in four phases: 1. theory (getting to know the method) 2. observation in classes (in which the respective method has already been introduced) 3. implementation in the own class 4. evaluation and reflection of the method by students and teachers. In addition to the method repertoire, the fairy tale book, which includes traditional fairy tales from all partner schools, and a travel diary of the project mascot "A bookworm on a journey" are further results. In the long term, participation in this project contributes to the development of the schools involved, as each teacher can access all the project results created at any time, even after the project is over. By getting to know other cultures, the children will also be open to cultural diversity in the future.