Литературное развитие современных школьников: задачи и перспективы

Anna V. Shmeleva

doi:10.25726/l2250-6226-5294-n

Authors

Anna V. Shmeleva https://orcid.org/0000-0002-6105-9407 State University of Education, 105005, Moscow, Radio Street, 10A, Building 2

DOI: 10.25726/l2250-6226-5294-n EDN: HGVEGE

How to cite

GOST Shmeleva A. V. Literary development of modern schoolchildren: tasks and prospects // Education Management Review. 2026. Vol. 16. No. 8. P. 115-125. DOI: 10.25726/l2250-6226-5294-n

APA Shmeleva, A. V. (2026). Literary development of modern schoolchildren: tasks and prospects. Education Management Review, 16(8), 115-125. https://doi.org/10.25726/l2250-6226-5294-n

Abstract

The concept of literary development has become established in Russian methodology as an independent goal of the school literature course, yet its operational content remains unstable: a gap persists between treating development as the accumulation of reading experience and treating it as the formation of interpretive ability, a gap removed neither by normative documents nor by established practice. The aim of the work is to clarify the content of the category of literary development as applied to the current state of general education and to determine the set of tasks that separates literary development from related outcomes: reading literacy and subject knowledge of literature. Systematization of interpretations, a structural-functional analysis of components, and their correlation with the requirements of the federal educational standards made it possible to identify four stable components of development and to describe their didactic indicators. It is established that literary development is not reducible to reading literacy: literacy ensures the extraction and application of textual information, whereas literary development presupposes work with artistic conventionality and the formation of a personal interpretation. Distinguishing literary development from reading literacy provides a basis for designing a course in which the diagnosable outcome is the dynamics of interpretive ability, while the coverage of program works retains the role of an enabling condition.

Keywords

literary development reading literacy methodology of teaching literature interpretation of literary text educational environment extracurricular activity metasubject outcomes reader subjectivity

Funding

The authors did not declare any external funding for this research.

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Literary development of modern schoolchildren: tasks and prospects

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