Do pupils of the primary schools enjoy reading. pupils questionnaire ( P1133a ) : group, age, language used at home / statements about reading and books: enjoy reading, reading is boring ( after one hour ) , useless to read books, reading at school, educational value of books / aim of reading: to be at yourself, to get known something, to relax, nothing else to do / number of books and comic books / sources for books / heard of whom or where which book is nice to read / talk about read books with other people / read from a book chosen by respondent for someone / what and how often does respondent read for pleasure / time spend on reading at school and at home yesterday / facilities at school for reading for pleasure / which types of books does respondent like / if respondent likes a book: read read one more time, tell about it at school, make notes for him-her self or for other people, read from that book / preferred spending of leisure time / nicest book to read / like to read for pleasure. teachers questionnaire ( P1133b ) : school belongs to municipality of Amsterdam / number of years experience with group 7 or 8 and actual group / number of pupils in group / number of juvenile books and types of juvenile have been studied by respondent / sources to get actual information about juvenile books / documentation centre or library present at school / categorization of juvenile books at school / money spend for new books in school library / use of changing collections of the "Onderwijsmediatheekdienst" / aims for working with juvenile books / use of study method for reading juvenile books / time spend in school scheme for reading / activities to stimulate children to read / attention given to a book read by a pupil / use of juvenile books in several fields of education / structuring situation at school for working with juvenile books / assistance of institutions to stimulate children to read / activities for special for special week of juvenile books, the "Kinderboekenweek" / problems in working with juvenile literature. Background variables: basic characteristics/ readership, mass media, and 'cultural' exposure