In 2016, Germany participated for the fourth time in the International Primary School Reading Study (IGLU). Since 2001, IGLU has examined the reading comprehension of students at the end of the fourth grade every five years. This volume reports the results of IGLU 2016 in Germany in an international comparison. The results are presented against the backdrop of themes that have changed teaching and learning in primary schools in Germany and have particularly shaped the educational discourse in recent years. The reading competencies of primary school children are analyzed based on key characteristics such as gender, social background, migration status, and features of instruction, as well as in relation to the transition from primary to secondary education. With in-depth analyses and the contextualization of the results.