Research on reading aloud is usually limited to children who cannot yet read themselves. So the aim of this thesis was to look at to what extent parents and primary school teachers interactively read aloud, the long-term effects of (interactive) reading aloud in terms of reading attitudes and school and language skills, how reading aloud evolves and to create a picture of how reading aloud is done to primary school children (at home and at school). For this purpose, questionnaires were prepared and answered by 11- and 12-year-old children (n = 12), their parents (n = 31), primary school teachers (n = 25) and a member of primary school management (n = 8). In addition, test results from a six-year longitudinal study by Koolen, Van den Broeck, Staels and Brancart (s.d.) were used. After conducting multiple imputations, multiple logistic and linear regressions were used to examine the effects of reading aloud on reading attitudes and school and language skills. Eighty out of 89 regression analyses were significant. Most parents and teachers often read to children interactively. Before a child enters primary school, parents read more frequently than when the child is in primary school. The average age at which parents stop reading aloud is 7.89 years. At primary school, reading aloud is equally frequent in all grade levels. For children in families with higher SES, (interactive) reading aloud contributes little to their reading attitudes and school and language skills. It could, however, be a resource for children from families with lower SES. Few parents still read aloud when their child is 11 or 12 years old. Children of this age are also not asking to be read to at that age.