Abstract:
This article treats a delicate issue with reference to the stages of receiving literary text in school and presents issues that are neglected or omitted in the teacher's daily work. The proposed activities, with the status of recommendations, would lead to an improvement of the given situation and an efficient comprehension of the literary text in school. Reading competence is identified as the basic purpose of student training and education, representing the basic pedagogical term, the respective concept being at the center of all theoretical and practical approaches, as well as professional debates. The proposed models alow personalization and adaptation to various educational contexts.
