The project Schulischer Mehrsprachenerwerb am Übergang zwischen Primarstufe und Sekundarstufe I examined the development of text competence in the languages taught at school in the German part of Switzerland. Within the context of the anticipation of the foreign language teaching to 3th / 5th grade and the reversal of the previous order (now English before French) it has been studied in what way these languages mutually support each other and how the proficiency of the learners of the canton St. Gallen develops at the transition between primary and secondary school. The focus of this article is the reading competence in this context. The questions addressed are on the one hand whether the correlations between the foreign languages in reading comprehension change at this transition, on the other hand, whether the reading competence keeps on developing, and further, if French as second foreign language profits from the first foreign language (English). Our study shows, on behalf of the longitudinal sample, a significant increase in the reading competence in both foreign languages, that compared to other Swiss studies is, however, rather modest. In both foreign languages the medium-sized correlations stay constant at the transition between primary and secondary school. It also has been measured an effect of English on the increase in French: a high reading competence in English at 6th grade has a positive effect on the increase of the reading competence in French at the 7th grade. The increase of the proficiency at the transition would probably be higher, if the implementation of the didactics of multilingualism in the canton St. Gallen had already taken place.