Every year, around 10,000 adults with vocational training without A-levels take advantage of the Berufsreifeprüfung (A-level course with vocational certificate), introduced in 1997, on the one hand as an alternative to the Gymnasium für Berufstätige (night school running A-level courses) and, on the other, as an alternative to the university entrance examination; thanks to the skill-based curriculum, reading, as one of five skills, plays an essential role in the German module. In this context, the study is based on research questions concerning the readings habits of students in the middle of further education and how to survey and represent their global, detailed and selective comprehension and their reflection on text exercises. The methodical approach is based on the qualitative content analysis developed by Philipp Mayring; it not only supports a theory-driven clarification of the subject but also combines quantitative and qualitative approaches, specifically making use of questionnaires, performance testing, focused interviews and their interpretation with the aid of divergent models in the framework of interactionistic constructivism. The importance of reading is co-constructed in reading socialisation settings and there is evidence to show that the percentage of people in further education who abstain from reading is declining compared with the reference group and that there is no causal relation between reading frequency and reading literacy. Cumulative factors among those who read infrequently or hardly at all are the fact that they did not experience their childhood and youth attachment figures as readers, rarely received books as gifts, were not read to, and that they rarely talk about what they have read. The description of reading behaviour and comprehension as two aspects of literacy, harmonised with curricular requirements, assists the planning of lessons in the preparatory course, while at the same time demonstrating the sphere of influence.