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Abstract: The article is devoted to the generalization of the practical experience of teaching the special course «Practicum in slow reading in the contemporary secondary school», which was proposed in the first publication devoted to the purpose of this system of studies (The event of reading as the purpose of teaching literature in the contemporary secondary school; Philological class. 2015. № 1(39)). The main point of this article is the investigation of those trajectories of the organization of separate school hours in the system of comprehension reading of the fiction literature. The actuality of the proposed special course is conditioned by the objective reality of modern school and by the necessity of reader's perceptive activity of schoolchildren. As the practice of the introduction of the technology of slow reading in the context of the dialogic approach in the process of the interactive studies shows the schoolchildren not only begin to come forward as initiators in the choice of the fiction work for co-reading in the classroom but are capable to take part in the definition of the trajectory and principle of the systematic selection of fiction works. So in the previous article it was showed as in the process of successive reading special role played the genre approach to the understanding of the fiction work's sense. This article demonstrates the results of the "plots" combined on the other basis. First of all it is result of studying in this special course the historic-literary approach and the aspiration to understand the peculiarities of the each separate author's artistic world outlook. The generalization of the three year special course at the secondary school allows affirm that such course is productive as auxiliary to the secondary school course «Literature» and can be realized in the frames of the optional studies or in the system of out of class reading.