This work explains the concept of textbooks as fundamental educational tools, as well as their didactic-methodical design. In the subject of Croatian Language, various types of textbooks are distinguished, with a focus in this paper on literature textbooks or readers. The central element in a reader is the text, or the methodical template. Alongside the methodical template, an essential component of readers is the methodical toolkit, inseparable from the methodical template. The research topic of this thesis is the analysis of a total of fourteen Croatian Language readers for the third grade of primary school, published by Školska knjiga, from 1945 to the present day. The aim of the study is to analyze Croatian Language readers in terms of the representation of domestic and foreign authors, as well as male and female authors within the readers. Additionally, the study examines the representation of literary and non-literary texts in the readers, and analyzes the methodical toolkit based on specific criteria. The final part of the paper presents an analysis of Croatian Language readers. The results regarding author representation indicate that the majority of authors are unspecified. There is a higher representation of domestic authors compared to foreign authors, and more male authors compared to female authors. Literary texts are more prevalent than non-literary texts. The methodical toolkit contains more closed-ended questions than open-ended ones, additional tasks are mostly present but in smaller numbers. Illustrations are present in almost every reader, while literary concepts and explanations of unknown words are present in some readers. The results show progress in the development of readers, but there are still several shortcomings that need to be addressed.