"The need for the project emerged by monitoring and analysing the learning outcomes of national, international research of students' reading and writing abilities. Ability to read (understand and analyse reading text) is one of the most important abilities, it is essential for further learning process and personal growth. European schools faced with writing and reading skills challenges, and these skills are developed in various ways. The aim of this project is to understand better the diversity of education, to share and apply best practices by developing flexible multicultural support for writing and reading abilities in all lessons using innovative methods, strategies and tools. It is very important for partner schools to develop reading and writing skills in an innovative and efficient way. Project activities focused on the knowledge of other cultures. The aim is to develop pupils' tolerance for other cultures, to help students to become aware of the meaning of their own, national and European culture, to become active European citizens, caring for its fostering and preservation for future generations.Project participants: 6-8th grade students (12-14 years old), Native and Foreign language, Art, Social sciences, ICT, Primary classes teachers, representatives of administration, pupils’ parents. Teachers and students took part in LTTA activities. A TwinSpace group was created, where all project related information, documents and publications were published; systematically there were remote meetings, acquaintances, communication, joint activities. A project stand was prepared, where all the project related information was updated regularly; a logo contest was organized. Methodological e-publications “Learning Differently” and an e-tool – Idea Bank ""Space to grow"" was prepared. Kinesthetics learning tools was developed; interactive tasks were prepared; country presentations were prepared. There were lessons which tested strategies and methods for educating reading and writing skills, interactive tasks, learning tools. Students took part in creative workshops, creative projects (drawings, leaflets, essays, etc.) were displayed at project schools. After returning from LTTA activities in partner countries, pupils and teachers presented their activities to the school community and shared their experience. Get together evenings: students, who take part in the LTTA, their parents and teachers met to discuss learning activities, impressions, share their knowledge, discuss about cultural differences and similarities. Students conducted project lesson, creative workshops for other school students, together with teachers produced materials and published in school websites, local press, social networks, educational portal and other media.We are glad that the results of the pupils’ reading and writing in Native and Foreign languages were improved. Students improved their personal skills, cultural, learning to study, communicating, social civic knowing and analysing the public space of the European Union, cognition, creativity, subject competencies, linguistic, discourse. Project activities motivated and enabled students to take further actions by engaging in an active school life. Students learnt more about themselves, their powers, needs, motivation for learning and initiatives. Students were acquainted with the history, culture, traditions of European partners; participated in lessons, creative workshops, discussions, otherwise – gained experience in cooperation in the international team and build more self-confidence.International school collaboration enabled teachers to improve their professional competencies by sharing good practice, developing learning tools and interactive tasks. This enabled pupils to become active and responsible participants of teaching and learning process. Parents were involved in the development of learning tools, reading, community events, remote collaboration with pupils’ partners and parents. Parents became more active members of the school community, they learnt ways to help their children to overcome learning difficulties, improve reading and writing skills.Partners will continue to collaborate on eTwinning education related issues, share their best practices, and invite other country teachers to use existing products, share ideas. We continue an eTwinning project based on one of the methods we wanted to delve more."