At such approach the method of "cuts" gained pithiness and an orientation, logging in the training experiment as one of the most important methods of research of processes of training and development of pupils.
It is necessary to consider that the method of the "cuts" (which are carried out orally or in writing) includes the speech acting here as a necessary element of a method of research. Receiving some kind of verbal report on the course of their perception in "slice" works of pupils, it is possible to judge in a known measure the course of thought of examinees, difficulties, mistakes, progress of independent searches of the solution of a task.
Inevitable static character of "cuts" in comparison with purposeful pedagogical supervision can be overcome on condition of repetition. The whole series of the "cuts" which are carried out to turning, turning points of supervision and fixing these moments are already able to reproduce and dynamics of development.
The method of supervision can be supplemented with method of "cuts" which sometimes acts and as an independent method. The method of "cuts" helps the researcher to open some direct dependences and communications of the previous qualitative states with the subsequent therefore this method of research together with supervision to a certain extent gives the chance to construct theoretical model of development of pupils.
The "cuts" which are carried out to communications by experimental check of criteria and definition of age steps in literary development of the senior school students on material of lyrics and K. G. Paustovsky's story showed result of direct reader's perception of the new, not studied in a class text. Such approach was necessary when determining independent reader's reading and judgment of the literary work as the level of actual development of the reader is shown first of all in depth and independence of reading.
Younger teenagers show much higher level of generalization in the answers, than younger school students, at them disappeared extra contextual communications, they understand semantic contents of the text, its conflict; on the whole pupils of the 6th class correctly open sense of words. The speech can go only about known restriction of level of reader's pictorial-verbal generalization which is in many respects connected and interacts with the general speech development of younger teenagers.
The main criterion of literary development is extent of penetration of the reader into verbal and art generalization, that is completeness and adequacy of generalization which develops at the reader in the course of perception of the literary work.
Imagination of the pupil, his ability to recreate a situation and to describe it by the own words. Its dictionary is rather rich for this purpose, the answer is rather difficult and in the syntactic relation, is interesting by the general intonation. Answers are more developed, more various on individual style of the speech.
The method of supervision creates idea of the temporary extent of development, the method of "cuts" fixes its critical moments, and together both of these methods reflect specifics of object of research - training process (and in it - process of literary development).
The method of supervision with need is combined with various methods of fixing of results (the diary of the teacher, monographic characteristics of examinees of pupils, control "slice" works at certain grade levels).