Reading is a fundamental means of information and educational impact on students, but lately, more and more teachers found that students' interest in reading and, even, learning is lowering. As a result of the research, it has been concluded that one of the causes of the negative attitude towards learning and, especially, reading is the lack of quality reading skills (correct, aware, fluent and expressive). A condition for proper and accelerated learning of reading skills is the awareness of the reading act. The process of students’ familiarizing with reading and writing requires linguistics data involving. Success in reading acquiring also depends on children’s psycho-physiological peculiarities. As emphasized by most scholars, local and foreign methodists (Ion Berca, Eugeniu Blideanu, George Beldescu, Ioan Șerdean, Irina Gantea, L. Klimanova, T. Egorov, M. Omorokova, Robert Dottrens, Jean Piaget), reading indeed contributes to the students’ intellectual development only when the reading technique is acquired, that involves the following qualities: correct, conscious, fluent, expressive. Scholars and practitioners demonstrate by conclusive arguments that the main factor causing the students’ learning failure is slow tempo reading. Research has shown that optimal of reading tempo is 120-150 words per minute, i.e. oral speech tempo. This particular tempo provides understanding of the text content. Experience shows that the most effective means of ensuring the development of reading skills is multiple text addressing, but each time with a different purpose to make students to discover something new in the studied text. Indispensable components of active reading can constitute certain feelings, emotions, strong impressions: curiosity, interest, desire for success etc. It should be emphasized that reading technique acquisition is not a goal itself. It is subjected, in fact, to the task of teaching students how to use the textbook, in other words, to teach them to learn.