Foreign pedagogical ideas, subjected to careful study and criticism from public figures, scientists, teachers of Russia, contribute to the development of russian methods of teaching reading in the second half of the XIX -- early XX centuries. The issue of borrowing Western pedagogical ideas was widely discussed in the works of prominent thinkers in the second half of the XIX -- early XX centuries. Public speeches, critical reviews, publications on teaching philological subjects in general and teaching reading in particular, cannot do without reference to foreign authors. Many articles in pedagogical journals present a comparative description of various aspects of pedagogical activity in Russia and abroad on various issues. The systems of education abroad, which pay attention to learning to read, are described in detail. The following questions are acute: the volume of foreign languages in educational programs (especially in real schools); the place of foreign literature in the circle of school reading. This discussion drew public attention to reading, encouraged learners to read the authors mentioned, and contributed to the development of reader interest in General. The formation of pedagogical principles of teaching reading in a professional environment continued. Recommendations developed by russian and foreign teachers (especially the USA) and are reflected in Ignatiev's education reform project in 1915-1916. This is public participation in the administrative management of the school, granting autonomy to the school, affirming the need to introduce universal, free and compulsory primary education, joint education of children.