Abstract
The content of each school subject is not determined only in effectual curriculum, but also in corresponding textbooks and other educational and teaching materials. In case of literary education, the main part of the subject matter is specified (and so implicitly formulated) in the reading-books.
The article comments critically on the formulations of the questions, task instructions and suggestions for activities in selected reading-books for primary and secondary schools (age 6-15). The reason is that the formulation of the instructions determines the way how the student communicates with the literary text and the way how the teacher works with the text.
The analysis results are summarized into twelve thesis in which the author gives some constructive solution proposals and examples of selected reading-books that deal the problem well and contribute (according to the author opinion) to meaningful literary education. The author points out general problems with formulation of the questions and tasks in literary education.
The author does not focus on creating a complete reading-book chart.