In modern society, the process of socialization of the individual becomes especially difficult. Along with the main social institutions of education and upbringing of the family and school, "electronic teachers" play an increasingly important role in it. Over the past decade, television and the computer have become the most common leisure activities for most children and adolescents, both in the city and in the countryside, and are at the top of the list of daily leisure activities.
Against this background, such once popular leisure activities as reading are fading into the background. Reading is being supplanted by electronic media. The children stopped reading completely. The results of the international PISA study reflect the level of literacy of students in reading, mathematics and science. A 2000 study focused on reading skills1. Russia ranked 28th among students from 32 industrialized countries. The average reading literacy score of Russian students in the 2009 study was 459 points on a 1000-point scale. According to this indicator, Russia took 41-43 place among 65 countries participating in PISA2.
Today, the number of problems associated with children's reading continues to grow. In recent years, there has been a deterioration in a number of reading characteristics in children and adolescents, as well as a decline in literacy. Teachers are full of concern about the simplification and coarseness of speech among schoolchildren, the primitive cliches that often abound in their essays. Schoolchildren do not speak the language of the classical heritage, but they are good at assimilating various clichés and a formal approach to classical literature3. Not only the culture of reading has been lost, but also the culture of speech, since a significant part of the repertoire of the previously beloved literary classics has not been mastered. At the same time, the influence of electronic culture on reading is increasing.