Several reports claims that the interest in reading has been declining for several years among young people. There is not enough time that is set aside for reading in school and there is also no follow-up on what students like to read. The fact that the students in Sweden have a reduced desire for reading, but also impaired reading ability means that the positive factors that exist with reading are absent. The aim of this research review is to see what creates a desire for reading and what challenges students' existing negative attitude towards reading. This research is relevant for the Swedish teacher profession, but also for other school subjects because reading is important for learning and for an increased understanding of words. The research review examines what reading promoting measures exist to increase the interest in reading fiction among secondary school students. The method section in this research review includes a consistent search process for articles using key terms that are linked to the question in the research review. The material resulted in ten selected scientific articles. The results of the articles showed that there are several different factors that influence students' desire to read. The results of the articles are categorized into three themes: Social Interaction as Part of Reading, Digital Tools and Selection of Literature. The conclusions of this research review are that the open dialogue in the relationship between teacher and student is important for the development of the desire to read. Students also need more time for reading at school. Digital tools and selection of fiction are other conclusions that are important to promote the desire to read

Research shows that young people of today read less and less fiction based on a negative attitude towards reading. At the same time, multimodal media is an increasingly growing part of what the school is expected to focus on. The purpose of the following study is to contribute with knowledge about upper secondary school teachers views on the relationship between multimodal media and students' reading pleasure in literature teaching. This is then discussed from Linda B. Gambrell's research-based perspective on the promotion of reading motivation and transmedia storytelling. By interviewing four practicing Swedish teachers from one upper secondary school, it becomes clear which multimodal media teachers at the school use and how they use these in literature teaching. The results of the study show that teachers use multimodal media such as film, pictures, theater, audiobook and podcast. The teachers experience that multimodal media function as a gateway to fiction in that these media arouse interest and stimulate students in a way that only traditional reading is not experienced as doing. Students get the opportunity to experience one and the same story through different media. At the same time, teachers value the traditional reading of printed text highly in a way that the use of multimodal media should not take place at the expense of traditional reading.