The article presents an empirical study results of the development of the need for reading in primary schoolchildren. In the theoretical part, the definition of the need for reading is given as an internal spiritual need, which in terms of meaning is delimited with the concept of «reading need» associated with motivations for reading. The conclusions presented in the study are based on the results of an expert survey (n = 91) conducted in schools of the Krasnodar Territory among primary school teachers. With the help of empirical research, the level of development needs for reading in primary school students was studied, the content of reading needs was determined, that is, the system of incentives for reading. The types of reading needs were determined empirically by means of factor analysis, the results of which made it possible to identify and describe 4 latent types of reading needs. The article also presents a methodology for determining the degree of mismatch between a reading attitude and real behavior (initiative and diligence), which was measured using vector indices. As a result of empirical research, it was found that the level of development needs for reading in primary schoolchildren is below the average, while this level is significantly lower in boys than in girls. It was also found that girls have a low mismatch between attitude and real behavior, which indicates an approximate correspondence of the need for reading and independence in the process of reading as a behavioral act. In boys, indicators of the mismatch of attitudes and behavior indicate a tendency to rational choice of a book with a low level of emotional need to read it.