Studies have shown that students’ attitude towards reading, also referred to as reading motivation, is a significant predictor for reading achievement (e. g., Petscher, 2010). Therefore, the amounts of programs focusing on students’ reading motivation and reading self-concept have increased significantly (see Hansen, Collins & Warschauer, 2009; Melton et al., 2004). A comparison of the mean scores of the scale ‘Students’ Attitudes Toward Reading’ from the Progress in International Reading Literacy Study (PIRLS) using German data (2001, 2006 and 2011) indicates a positive change (Bos, Bremerich-Voss, Tarelli & Valtin, 2012). It could be argued that this trend is caused by structural changes that took place in the German school system. These changes could lead to differences in the interpretation of the items of the scale (Wu, Li & Zumbo, 2007). The first research question focuses on whether changes in the structure of the instrument ‘Students’ Attitudes Toward Reading’ in the past decade in Germany can be observed. The second question aims at identifying the trend in students’ attitudes towards reading in Germany from 2001 to 2011. Therefore a multi-group analysis will be conducted using Mplus 7.11 (Muthén & Muthén, 2012) on the basis of the scale ‘Students’ Attitudes Toward Reading’.