This paper points out the relations between the results of PIRLS and PISA in Hungary and the Frame Curriculum for Hungarian language and literature. The paper examines to what extent the curriculum has an effect on the results mentioned above, whether it has a beneficial influence on the reading abilities and performance of Hungarian 10 and 15 year old students. Hungarian students usually perform remarkably well on PIRLS studies while in the case of PISA they fail to attain the international mean score. Although the mean scores of the two studies are far from identical and the participants differ as well, it is obvious that the reading abilities of Hungarian students do not develop between grades 4 and 9 in the measure inferred from the international mean scores. This issue has been raised on various occasions in Hungary especially after the winter publication of the results of both studies. Thus, it is worth-while to examine the performance of countries that participated both in PISA 2006 and in PIRLS 2001. As these studies assessed actually the same population of students, we are likely to obtain a picture about the 5 year development of this population. Hungary and 18 other countries participated both in PIRLS 2001 and PISA 2006. Regarding the results of PIRLS 2001 in the case of these 18 economies, two countries performed significantly better than Hungary, 6 participants produced results with no significant difference to those of Hungary, 14 economies performed less well. While if we examine the results of the same countries on PISA 2006, we find out that 6 countries had significantly better results than Hungary, 5 produced results with no statistical difference to Hungary’s, and 11 economies performed less well. These results back up our main argument that the relative situation of Hungary regarding the reading abilities of students did not develop during the 5 years between 2001 and 2006. While these outcomes arise from the simultaneous effects of multiple factors, this paper only wishes to point out that of the Hungarian Language and Literature Frame Curricula. It is seen that in Hungary the conscious development of reading abilities is confined to the first four grades of primary education. From grade 5, curricula put aside recommendations regarding this subject. In consequence the development of reading abilities loses ground and teachers cease to focus on the students’ cross-competencies. As from grade 5 Hungarian language and literature has the main task of handing down knowledge related mainly to the history of Hungarian literature and to grammar, reading as a general ability (especially in relation to scientific texts) does not develop in the measure as in the case of other participants of PISA 2006. It should be noted, that there are slight movements in educational politics towards improvement. Development of reading abilities is extended until grade 6, and the National Assessment of Basic Competencies (National ABC) is carried out every school year on grades 6, 8 and 10, the results of which are communicated to schools and maintainers as well, who have the possibility to implement their own developmental procedures. Although decision making in educational politics has usually only long-term effects, PISA 2009 may signal whether these reforms could fulfill the hopes of Hungarian decision-makers.