What knowledge bases do educators rely on for reading promotion? Answering this question is of great societal and scientific interest due to the significance of reading as a fundamental cultural competence. Daniel Scherf reconstructs the knowledge of reading promotion teachers and evaluates to what extent this can be considered professional in terms of reading didactics, pedagogy, and cognitive psychology. The documentary analysis of group discussions and narrative interviews leads, among other things, to the realization that professional reading promotion actions require knowledge bases that are distinctly different from common reading didactic approaches. Consequently, this study provides both suggestions for reading didactic concepts and their distribution.