Introduction. Qualitative changes in the perception of fiction by schoolchildren of different ages pose the task of methodologists to define the concept of "literary development" and its criteria, which to a large extent should determine the direction and methods of studying artistic works. The methods. Definition of the concept of "literary development" and its criteria, which to a large extent should determine the direction and methods of studying artistic works. Results. Need form validation that would test both knowledge and skills, and yet would contain clear criteria for assessing knowledge and skills of students with different level of training, would be consistent with the concept of school literary education and educational standards in the literature, including "Requirements to level of preparation of students". The main school should form an understanding of the specific laws of literature and the nature of its impact on the reader. In grades 5–9, there is a "systematic accumulation of information and ideas related to the generic, genre and stylistic specifics of literature". A graduate of a basic school should become a reader capable of "artistic perception, their own reflections, experiences, associations". The level of literary development of schoolchildren is closely related to their philological abilities, age and individual characteristics, and the effectiveness of educational activities. The most important quality of the reader – the need to Express a feeling, idea, thought in the word, "germination" words in visual, auditory, and other associations, emotional sensitivity to the word, intonation and style of speech, a holistic attitude to the literary work, a General look at its architecture, the conceptual perception of the composition. Originality. The content of literary education of high school students in accordance with these criteria allows us to speak about their readiness for independent re- search work in literature lessons. Conclusion. The level of literary development of schoolchildren is closely related to their philological abili- ties, age and individual characteristics, and the effectiveness of educational activities. The most important quality of the reader – the need to Express a feeling, idea, thought in the word, "germination" words in visual, auditory, and other associations, emotional sensitivity to the word, intonation and style of speech, a holistic attitude to the literary work, a General look at its architecture, the con- ceptual perception of the composition.
Reading Habits of Users of Sardar Patel University: A Study
