The development of reading literacy represents a significant challenge in the context of primary education, particularly given the growing influence of digital media on children's reading habits. Reading workshops, defined as systematically organized activities focused on reading, interpreting, and discussing literary texts, offer an effective approach to enhancing reading competencies and fostering a reading community. This paper focuses on the implementation of reading workshops in lower secondary schools in the Czech Republic, where they are not yet a common part of the educational process. Emphasis is placed on methodological approaches that support active student participation, the development of critical thinking, and the strengthening of collaboration within the classroom.

The presented study is based on qualitative research conducted among Czech language teachers in lower secondary schools, i.e., teachers working with students aged 11 to 15. The research analyzes methods of integrating reading workshops into literature lessons, with a particular focus on selecting suitable literary texts, applying methodological work with texts, and supporting reading reflection through discussions and written outputs. Another key aspect is building a reading community that includes not only students and teachers but also the broader school environment and students’ families.

Reading workshops provide a space for the comprehensive development of reading skills, from basic text comprehension to the ability to conduct in-depth analyses of more complex literary works. The research explores various approaches to implementing these activities while considering the individual needs of students with differing levels of reading proficiency. Empirical data show that reading workshops increase reading motivation due to students' ability to choose texts based on personal preferences and active teacher engagement.

The paper also presents specific didactic strategies and teaching activities that support the development of reading competencies and students' relationship with literature. These methods include individualized reading based on personal interests, collective interpretation of texts through structured discussions, creative writing as a means of self-reflection, and the use of digital tools for literary education. Particular emphasis is placed on the development of critical thinking through analytical discussions, in-depth text interpretations, and the creation of original interpretations.

Finally, the challenges and perspectives associated with implementing reading workshops in various educational contexts are discussed, including addressing organizational and time constraints and finding effective forms of cooperation between schools and families. The presentation will take the form of a poster focusing on visually presenting key findings, pedagogical approaches, and recommendations for educational practice, providing space for open discussion and experience-sharing among conference participants.

Keywords: Reading literacy, reading workshops, educational methods, critical thinking, Czech language education, reading motivation, pedagogical strategies.