Abstract
Educational systems around the world are continuously improving their policies and strategic documents, aiming to improve the curricula. The same approach can be noticed in the countries of so called “Dinaric region” (Western Balkan countries + Croatia + Slovenia). One of the most common strategic direction is work on development of students' language literacy. It is implemented through teachers work, but it must be evaluated through testing of student achievements at national level and through international educational studies, as PIRLS. The aim of this research paper is to explore the possibilities how national curriculums in in six educational systems of dinaric countries deals with language literacy and the development of reading skills. We also compare those curricula and try to find the reasons that may also affect students achievement. Despite the conclusion that time recommended mother language classes in dinaric countries is similar and within the limits of the average time in other European countries, teaching effects are not the same.