This study wants to illustrate the use of the Socratic dialogue in relation to reading comprehension. An intervention with children in third grade at two different schools, one with previous experience from working with Socratic dialogues and one without any earlier experience, has been done. After reading a text, half of the pupils received a Socratic dialogue related to the text. The reading comprehension was tested afterwards with all the pupils. How the reading comprehension is effected by a Socratic dialogue and how the dialogue effects pupils with different levels of reading comprehension and what in the dialogue that could effect the reading comprehension were examined. The results indicate that pupils typically underachieving in the reading comprehension test, could have an advantage of the dialogue if they had previous experienced with it. Without previous experience it seems that the Socratic dialogue could impair the reading comprehension. How well the pupils interact and how the rules of the dialogue are followed seem to be factors that could effect the reading comprehension.