In this paper I report on how effective the introduction of contemporary Slovene literary texts into the secondary school reader Branja 1 has been in practice. The research shows that contemporary intertextual parallels are treated in the classroom, but more at the level of the transfer of information than actual intertextual reading involving effective reading approaches. For this reason, in the future the devising of a didactic approach to this "above standard" part of literature teaching should progress in two directions: the development of teaching strategies for intertextual reading, and the selection of contemporary literary parallels that are more communicative and more appropriate in terms of reception.
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