Since reading is considered the most important language skill among the four, it is necessary to research and observe the changes of interest and ways of reading, especially among younger generations of students. The fact that nowadays modern everyday life has made information – communication technology accessible to almost everyone has imposed certain doubts regarding students` preferences for other activities rather than reading which is being neglected. On the other hand, the new written forms which have emerged also influence the traditional forms, however, it is yet to be researched to what extent. In the Master`s Thesis “The influence of information – communication technology on the ways of reading and interest for reading in lower elementary schools” it has been researched whether the teachers of lower elementary classes notice any influence of information – communication technology on the students` interest for reading and if so, is the influence positive or negative. In addition, the author observed whether reading non-linear texts available by information – communication technology influences the reading of linear texts thus changing the way of reading. 189 teachers of lower elementary classes in the Republic of Croatia participated in the research, 181 female and 8 male teachers. The main instrument for obtaining the information was in the form of a questionnaire comprised out of 26 questions of different types. Depending on the year they teach, 55 lower elementary teachers of the first grade, 57 of the second, 37 of the third and 40 teachers of the fourth grade filled out the questionnaire. The results have shown that most of the teachers consider there is a lack of interest for reading in modern generation students as a direct consequence of the overall availability of the information – communication technology. Teachers have stated that they notice negative trends in linear reading such as superficial reading to finish the activity faster, difficulty in maintaining concentration with longer texts as well as random reading for finding key information, however, most of the teachers are not sure whether these occurrences have appeared due to the influence of non-linear texts. Teachers have shown their positive attitude for non-linear texts. They consider them applicable and useful in classes with the purpose of introducing new written forms for reading. However, the problem is that they are mostly unsuitable for lower elementary classrooms.