In the transformation of its educa-tion systém the Czech Republic has de-voted particular attention to the theme of reading literacy. One serious reason for this focus was the poor performance of Czech pupils in international surveys of reading literacy (PISA, PIRL). These surveys showed that while Czech children show relatively good comprehension of what they read, they háve problems working with the information. One source of the trouble is considered to be the school teaching of reading, in which very little attention is given to the development of reading literacy.
The aim of the text is to present the main trends in official curricular docu-ments of the countries of Europe as they relate to reading literacy. At the samé time the text presents the principál trends in the training of European teachers for reading. This information could be of use as a source of inspiration in the formula-tion or reform of official documents for the support of the development of read¬ing literacy in the Czech Republic.